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From http://linguistlist.org/issues/27/27-2796.html

The following is a call for papers for a Special Issue of Writing & Pedagogy (Winter 2017, 9:2) titled “Multimodality in Electronic Feedback on Writing.”

This special issue seeks to gather both researchers´ and practitioners´ accounts on how multimodality affects electronic feedback practices of language teachers and engagement of learners with such feedback for the development of L2 writing skills.

Potential areas of inquiry that the papers in this special issue may address include, but are not limited to, the following questions:

- What are learner perspectives on electronic feedback?
- How can teachers/tutors make more efficient use of the electronic systems via which they provide feedback?
- How can we make electronic feedback more effective to foster noticing?
- Do interaction patterns between teacher/tutor and learner/tutee change when feedback is provided in different modes?
- How do learners engage with feedback affectively (i.e. motivation, anxiety) and/or cognitively (i.e. uptake, learning gains)?
- How does the medium of feedback affect learning outcomes?
- What are the affordances of different communication channels for feedback provision?

Extended summaries are due July 15.

View the call for papers at https://journals.equinoxpub.com/index.php/WAP/announcement/view/130