To investigate the effectiveness of bringing digital multi-modal composing practices into college English courses to enhance students’ digital citizenship, A four-month empirical research was conducted with students from a private university in China. The research was done with an experimental and a control group. Data was collected through pre- and post-intervention surveys assessing five dimensions of digital citizenship. Results indicated significant improvements in digital citizenship in experimental group, whereas no significant changes were observed in control group. Among significant predictors, males and students with higher socioeconomic status tended to score higher in digital citizenship awareness, highlighting potential gender and socioeconomic disparities that need to be addressed in future interventions. Additionally, the interview results suggested that students held a positive attitude towards the multi-modal composing practices.
References
[1]
Chen, X., & Li, H. (2019). The Status Quo and Challenges of Digital Citizenship Education among College Students in China. ChineseEducation & Society, 52, 345-352.
[2]
Huang, Y. (2015). Integrating Digital Citizenship into English Language Teaching in Chinese Universities. Journal of Education and Practice, 6, 123-128.
[3]
Hui, L. H., Cheng, Y., & Li, X. Y. (2020). The Influence of College Students’ Digital Identity on Foreign Language Learning in the New Media Environment. ForeignLanguageEducation Theory and Practice, No. 2, 77-83.
[4]
Jiang, Y. W., & Lu, Y. F. (2019). The Informatization Reform of Youth Legal Education from the Perspective of Social Coordination. China Educational Technology, No. 5, 14-19.
[5]
Kress, G. (2010). Multimodality: A Social Semiotic Approach to Contemporary Communication. Taylor & Francis.
[6]
Lee, M. J. W., & McLoughlin, C. (2007) Teaching and Learning in the Web 2.0 Era: Empowering Students through Learner-Generated Content. International Journal of Instructional Technology and Distance Learning, 4, 21-34.
[7]
Livingstone, S. (2008). Taking Risky Opportunities in Youthful Content Creation: Teenagers’ Use of Social Networking Sites for Intimacy, Privacy and Self-Expression. NewMedia&Society,10, 393-411. https://doi.org/10.1177/1461444808089415
[8]
Ribble, M. (2004). DigitalCitizenshipinSchools. Corwin Press.
[9]
Ruan, G. F., Zhang, D. D. et al. (2016). The Current Status and Enlightenment of Digital Citizenship Literacy Education in American Primary and Secondary Schools. ChinaInformation Technology Education, Yu19, 17-21.
[10]
Sun, J. Y. (2019). Cultural Variation and Educational Responses in the Age of Intelligence. Modern Distance Education Research, 31, 3-10.
[11]
Sun, Y. B., & Tang, S. Z. (2020). An Empirical Exploration of the Integration of Digital Literacy Education and College English Flipped Classroom. Education Modernization, 7, 109-111.
[12]
UNESCO (2017). Conference on Digital Citizenship Education in Asia-Pacific. https://teams.unesco.org/ORG/fu/bangkok/public_events/Shared%20Documents/EISD/2017/Oct2017%20-%20KFIT%203%20Launch%20-%20Dig%20Citizenship/DKAP-conference-outcome-mar2017.pdf
[13]
Xu, S. (2019). ResearchonInfluencing Factors and Improvement Strategies of College Students’ Digital Citizenship Literacy Based on Social Cognition Theory (pp. 13-18). Central China Normal University.
[14]
Yang, H., Xu, J., & Zheng, X. D. (2016). Digital Citizenship Education in the Information Age. ChinaEducational Technology, No. 1, 9-16.
[15]
Zhai, Y., & Wang, X. P. (2020). New Trends of Constitutional Education in the Era of “Internet plus”: Characteristics, Goals, and Transitions. China Educational Technology, No. 2, 21-29.
[16]
Zhou, L. D., & Wang, X. W. (2016). Analysis of College Students’ Digital Citizenship Literacy Education in the We-Media Era. Education: Digest Version, 2, 25-28.
[17]
Zou, Y. X., & Yang, Y. (2023). Research on Cultivating Young Students’ Digital Citizenship Literacy Based on Ideological and Political Courses. Journal of Innovative Education Research, 11, 469-476.
