The dialogical conception of beginning L2 writing via social networking and telecollaboration

Maria Bondarenko, Liudmila Klimanova

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Recent research has shown that using social networking sites (SNSs) in second language (L2) teaching and learning enhances digital and writing skills and develops communication skills. However, there have been few studies on using SNSs at the low-beginner level. Drawing on a conversational analysis of students’ writing from a telecollaboration project conducted in elementary Russian language classes, we show that low-level learners can demonstrate syntactic and communicative complexity in writing significantly above the beginner level when they are using an SNS. To explain the results of the study, we draw on the dialogical process-based conception of L1 and L2 writing, Cultural-Historical Action Theory, and the holistic model of the digital environment for L2 learning. The structural and semiotic characteristics of SNSs and their dialogical semantic architecture support the teaching of L2 writing through other-directed languaging and provide the potential for developing writing skills as they can be perceived by learners as a natural scaffolding mechanism for writing in non-institutional digital settings.

Original languageEnglish (US)
Title of host publicationTechnology in Second Language Writing
Subtitle of host publicationAdvances in Composing, Translation, Writing Pedagogy and Data-Driven Learning
PublisherTaylor and Francis
Pages114-132
Number of pages19
ISBN (Electronic)9781000688627
ISBN (Print)9781032245805
DOIs
StatePublished - Jan 1 2022

ASJC Scopus subject areas

  • Social Sciences(all)

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