Assessing L2 Digital Multimodal Composing Competence

This book focuses on assessing L2 student digital multimodal composing (DMC) competence. It explores key themes, including the conceptualization of L2 student DMC competence, and the development, validation, and utilization of L2 student DMC competence in the tertiary context.

Through a thorough review of the DMC literature, the book furnishes readers with a theoretical framework to comprehensively grasp the underlying constructs of L2 student DMC competence. It also provides a delineation of the process of scale development, i.e., defining constructs, constructing items, and analyzing items, scale validation, i.e., the structural, external, and consequential construct validity of the scale, and scale utilization in students’ DMC self- and peer-assessment practices.

This practical guidance equips educators and practitioners with the necessary tools and strategies to effectively assess and enhance L2 students’ DMC competence. Scholars and professionals in the fields of L2 writing, language assessment, digital literacy, and technology-enhanced language learning will gain valuable insights from the content.

Emily Di Zhang received her Ph.D. degree from the Faculty of Education, University of Macau. She is Postdoctoral Fellow in the School of Foreign Languages, Shanghai Jiao Tong University, Shanghai, China. Her research interests include technology- mediated language learning, teaching, and assessment. She has publications in journals like Computer Assisted Language Learning, Journal of Second Language Writing, System, Language Teaching Research, Assessing Writing, Applied Linguistics Review, Language Assessment Quarterly, and Innovation in Language Learning and Teaching. She is a reviewer for journals such as Journal of Second Language Writing, Assessing Writing, Applied Linguistics Review, and The Asia- Pacific Education Researcher.

Shulin Yu is Associate Professor at the Faculty of Education, University of Macau. His research interests include L2 writing, and classroom feedback and assessment in higher education. His publications have appeared in Educational Research Review, Assessing Writing, Journal of Second Language Writing, Language Teaching Research, Language Teaching, and TESOL Quarterly. He is listed among the top 2% of scientists in a global ranking released by Stanford University. The ranking identifies the top 2% among seven million scientists by citations, H-index and HM-index for 2020–2023 and over one’s career. He is Associate Editor of Journal of Second Language Writing, Assessing Writing, and The Asia-Pacific Education Researcher, and Guest Editor of Special Issues for The Asia- Pacific Education Researcher, and Assessing Writing.