Chinese Ethnic Minority Students’ Investment in English Learning Empowered by Digital Multimodal Composing
Abstract
Although it has been well noted in TESOL that ethnic minority students often experience difficulties in mainstream English classrooms, whether and how such students can be empowered in their English learning remains underexplored. This article reports on a longitudinal case study of a Chinese ethnic minority student’s participation in a digital multimodal composing (DMC) project and its pertinent impact on the student’s investment in EFL...
Paper Details
Title
Chinese Ethnic Minority Students’ Investment in English Learning Empowered by Digital Multimodal Composing
Published Date
Jan 7, 2020
Journal
Volume
54
Issue
4
Pages
954 - 979
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