Abstract
Multimodal writing has a positive impact on students’ writing competence, cooperation ability and learning motivation. Based on the theory of Multiliteracy and use of technology, this study aims to explore the effect of multimodal writing on EFL (English as a foreign language) learners’ vocabulary acquisition. 70 students were recruited, including 35 in experimental group (EG) and 35 in control group (CG). After seven-week experiment, for the EG, positive improvements had been observed in vocabulary acquisition especially in vocabulary use. However, comparing traditional writing and multimodal writing, there was no significant difference. The questionnaires and interviews about learners’ perceptions and attitudes towards Official Account tweet-based writing were conducted among 35 learners in EG. Most learners viewed multimodal writing as an enjoyable and effective way to improve their vocabulary acquisition.
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Acknowledgments
This work is supported by the Center for Language Cognition and Assessment, South China Normal University. It’s also the result of Guangdong “13th Five-Year” Plan Project of Philosophy & Social Science (GD20WZX01-02).
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Appendix
Appendix
Dear all,
Hello! This questionnaire aims to investigate your views on Wechat Official Account tweet-based writing activities to promote vocabulary acquisition. This survey is conducted anonymously, and the answers you provide will be kept absolutely confidential. The data collected is used for research only and will not have any adverse effects on your academic performance and teachers’ teaching.
Each number represents a different meaning, please tick√ at the corresponding number.
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1 = total disagree
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2 = disagree
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3 = not sure
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4 = agree
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5 = total agree
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Zhang, N., Liu, X., Liu, Q. (2021). Enhancing EFL Learners’ English Vocabulary Acquisition in WeChat Official Account Tweet-Based Writing. In: Jia, W., et al. Emerging Technologies for Education. SETE 2021. Lecture Notes in Computer Science(), vol 13089. Springer, Cham. https://doi.org/10.1007/978-3-030-92836-0_7
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