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In addition, although they have employed Likert scales, they have not examined the functionality of response categories and their thresholds and construct representativeness of the instruments (Bond & Fox, 2007). These studies, however, have not laid out a well-articulated validity argument for the instruments they have used.

However, only recently have a few researchers begun to address EFL learners’ attitude toward using computers and the constituent structure of CALL instruments (e.g., Atai & Dashtestani, 2011). CALL has been adopted in a number of educational programs in Iran. The present study aims to develop and validate a CALL instrument for Iranian EFL learners. 53) argued that certain cultural differences can result in “ranslation difficulties” and affect the underlying structure of self-assessments and attitude instruments. Aryadoust, Akbarzadeh, and Akbarzadeh (2011, p. Although there may be no danger inherent in adapting such instruments, the translated instruments may fail to consider unique cultural and linguistic elements, given that life style and cultural values of the low-source settings can be highly incompatible with high-source settings (Li, 1998). This dissertation encourages the instruction of new media in Ulmer’s postmodern apparatus in which student invention via the articulation of fragments from various semiotic modes stems from and results in new methodologies for and understandings of digital communication.Įxtended Abstract Introduction Researchers studying computer-assisted language learning (CALL) in low-source settings have often adapted the instruments validated for high-source countries (Rahimi & Hosseini, 2011). My Playlist, Transduction, and (Sim)ulation relays follow sound backward curricular design principles and emphasize core hallmarks of electracy as juxtaposed alongside literacy. Each module contains a justification, core competencies and learning outcomes, optional readings, an assignment with supplemental exercises, and assessment criteria. My proposed relay modules are designed for adaptability with the goals of introducing digital natives to the logic of new media and guiding instructors to possible implementations of electracy. I review existing electracy relays, pedagogical applications, and assessment practices – Ulmer’s and those of electracy advocates – before introducing my own relays, which take the form of modules. In this dissertation, I address the gap in electracy praxis by adapting, developing, and remixing relays for a functional electracy curriculum with first-year writing students in the Virginia Community College System as the target audience. Most relays, however, remain theoretical rather than practical for the writing classroom, and electracy instruction remains rare, potentially hindering the theory’s development.

Ulmer’s open invitation to continually invent the theory has resulted in the proliferation of relays, or weak models, by electracy advocates for understanding and applying the theory. The paradigm shift from traditional print literacy to the postmodern fragmentation, nonlinearity, and multimodality of writing for the Internet is realized in Gregory L.

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