Reexamining feedback on L2 digital writing

The integration of digital multimodal composing (DMC) in the second language (L2) and heritage (HL) classrooms has expanded our notion writing, shifting from a focus on written mode to include other modes expression (e.g., visual, textual, or aural). Notwithstanding increasing presence L2 learning tasks, which combine different semiotic resources visual components such as images videos) intrinsic elements used generate meaning, instructors have not yet modified way they provide feedback. That is, despite task, still exclusively development – replicating feedback behaviors modeled by non-digital writing assignments rather than all texts. In digitally influenced environments societies, however, there is need reconsider approaches pay greater attention linguistic nonlinguistic DMC. With scarcity research DMC, this article first identifies gap teaching regarding role and, second, provides an assessment rubric base formative that addresses both help students develop their