Abstract
Study abroad (SA) is considered one of the best ways to learn a foreign (FL) or second language (L2) while developing open-mindedness and intercultural awareness. Yet, less attention has been placed on students’ perception on identity development. Thus, this study explores study abroad (SA) students’ perceptions on identity construction through the incorporation of multiliteracies and multimodal texts (digital stories), by six participants in a second-year foundational Spanish course and an Advanced Spanish Grammar course in a Study Abroad (SA) program. Analyses of surveys, DSs, and final artifacts were grounded in Rogers’ notion of self-concept and Activity Theory (Leontiev, 1978). Results suggest that the digital and multimodal nature of DS creation facilitated greater opportunities for students to document their self-perceived gains in identity.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
