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Can new literacies improve undergraduate students' academic achievements? Despite abundant new literacies research, few studies have explored their effects on discipline-based academic achievements in formal tertiary education specific to the Asian learners in the Asia-Pacific region. This study examines the complex relationships between perceived effects among undergraduate English students of new literacies and their disciplinary academic achievements in respect of their digital engagement levels. Using a mixed-methods research design, this study reports specifically on the empirical results of a survey conducted over two years with English language learners whose majors are predominately English (N = 66) within a formal Asian English language learning setting. Participants' survey responses were analysed with their semester-end course grades comprising individual assessment scores supplemented by additional qualitative data as triangulation. The results showed significant positive associations between participants' perceived effects of new literacies and academic achievements, concerning particularly 'academic literacies' and 'collaboration;' and between their digital engagement levels and the scores of the assessment tasks, involving especially the interactive and collaborative discourse. These results inform how 'efficacious learning' fostered by new literacies can transform the academic literacies essential for academic success. Pedagogical implications, methodological challenges and future research are discussed.
|Journal||Australian Journal of Language and Literacy|
|Publication status||Published - Jun 2018|
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