Exploring Digital Genres in L2 Spanish: A Multimodal and Discursive Analysis of Learner Blogs

Abstract

Digital composition and intelligent writing assistance have become relevant areas of research in computer-assisted language learning (CALL). The advent of computer-mediated communication and Web 2.0 technologies (e.g., blogs, wikis, social networks) has transformed everyday communication and fostered the emergence of new digital genres. Although some studies have examined the linguistic and non-linguistic conventions of digital genres, the specific micro- and macro-textual features of blogs as produced by second/additional (L2) language learners remains underexplored. Furthermore, L2 blog production has not been widely investigated in relation to the reflective use of (intelligent) writing tools, which could shed light on how learners (re)produce genre conventions when composing in digitally mediated environments.

This study analyzed the multimodal and discursive features of L2 learner blogs and gauged students' perceptions of digital tools. Twenty-one students enrolled in the intermediate Spanish level 1 at a Canadian post-secondary institution participated in the study. The data consisted of a learner-blog corpus produced as a rehearsal task, and students' responses to pre- and post-task questionnaires about the blog task and the use of (intelligent) writing tools. The micro-textual analysis of students' blogs involved a qualitative observation of the multimodal and hypertextual elements, while the macro-textual analysis entailed the quantitative analysis of blog text using manual counting and part-of-speech (POS) tagging. The students' responses to the questionnaires also followed a mixed-methods analysis through frequency tables and inductive thematic coding.

The findings showed that, at the macro-textual level, learners produced hybrid blog distributions that combined narrative and multimodal elements in dynamic layouts. These results illustrate how learners appropriated the blog genre and highlight the potential of blogs to foster authorship and digital literacy. At the micro-textual level, students combined descriptive and narrative discourses, while demonstrating ownership and audience awareness by selecting multilingual resources that aligned with their interests and those of their potential readers. Furthermore, students viewed the blog task as an opportunity to expand their knowledge and experience in three main areas: language use, digital skills, and task appreciation. In addition, they reported using (intelligent) writing tools mainly to revise spelling, vocabulary, and conjugation, which suggests that they perceive such tools primarily as corrective resources, possibly due to their concern with linguistic correctness. These findings highlight a pedagogical opportunity to shift the focus from linguistic correctness to a more holistic approach that engages students in exploring digital tools and genres to activate their technological skills while supporting their own language learning.

This study may be relevant for teachers, researchers, and curriculum designers seeking to integrate blogs and writing tools into the L2 classroom. Specifically, it offers pedagogical recommendations in relation to task design and implementation, the role of teachers navigating the evolving landscape of (intelligent) technologies, and the reflective use of such technologies in language education. These insights can help educators reimagine the L2 classroom as a space where learners not only reflect on their own learning but also explore personal interests while activating the technological and linguistic skills necessary to participate effectively in our digitized society.