Goedele Vandommele|Kris Van den Branden|Koen Van Gorp|Sven De Mæyer
In-school and out-of-school multimodal writing as an L2 writing resource for beginner learners of Dutch
KU Leuven|KU Leuven|Michigan State University|University of Antwerp
study investigates effects collaborative multimodal writing intervention different settings development writing skills beginner learners dutch second language study extends previous research using multiple measures assess writing development comparing impact different settings ie taskbased inschool intervention outofschool leisure intervention participants interventions n 52 completed two writing tasks intervention pretestposttest design participants nonintervention group n 32did twoweek holiday receive writing instruction participants output assessed analytic cafmeasures well communicative effectiveness multilevel analyses revealed significantly greater growth intervention groups compared nonintervention group inschool group showed growth six measures complexity text length one task communicative effectiveness content lexical diversity text length also outofschool group revealed greater gains six measures complexity one task content two measures syntactic complexity lexical diversity text length study shows multimodal composition promote writing beginner l2 learners regardless exact context writing takes place furthermore study shows importance using multiple measures multiple tasks evaluate writing development