Instag(R)ite: integrating visual social media into academic writing instruction

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dc.contributor.authorKorucu-Kis, Saadet
dc.date.accessioned2024-02-23T14:20:20Z
dc.date.available2024-02-23T14:20:20Z
dc.date.issued2023
dc.departmentNEÜen_US
dc.description.abstractAlthough a number of studies examined the use of social networking sites (SNSs) in academic writing instruction, these studies mainly revolve around social media centered on microblogging features. Despite living in a visually dominated world, the potential of visual social media such as Instagram whereby the textual, the visual and the social can be integrated to support the development of academic writing skills has remained widely untapped. This case study hence attempts to explore learners' perceptions of the possible impact of visual social media-supported pedagogy on the learning progress of academic writing through the lens of a multiliteracies pedagogy that integrates rather than isolates the study of linguistic, visual, and sociocultural elements. Forty-nine first-year undergraduates enrolled in an English language teaching (ELT) program participated in the study. Adopting a constant comparative method, students' journals, responses to open-ended surveys and focus group interviews were qualitatively analyzed. Analysis results revealed that the majority of the participants had positive perceptions of the adopted pedagogy due to the following experiences: (a) active learning at the pre-writing stage-an aspect that received far too little attention in studies focusing on the use of SNSs in academic writing, (b) seeing the familiar unfamiliar (c) interactive learning, and (d) self-regulated learning. The study provides fresh insights for educators seeking for innovative applications in writing classrooms.en_US
dc.identifier.doi10.1080/09588221.2023.2228838
dc.identifier.issn0958-8221
dc.identifier.issn1744-3210
dc.identifier.scopus2-s2.0-85164130102en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.urihttps://doi.org/10.1080/09588221.2023.2228838
dc.identifier.urihttps://hdl.handle.net/20.500.12452/13122
dc.identifier.wosWOS:001019893400001en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofComputer Assisted Language Learningen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectAcademic Writingen_US
dc.subjectVisual Social Mediaen_US
dc.subjectPedagogy Of Multiliteraciesen_US
dc.subjectVisual Literacyen_US
dc.subjectL2en_US
dc.titleInstag(R)ite: integrating visual social media into academic writing instructionen_US
dc.typeArticleen_US

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