Supporting Documents for “Promoting Second Language Writing Autonomy through Digital Multimodal Composing”

This thesis presents a multiple case study that aims to address the gap by investigating students’ L2 writing autonomy change patterns and the influential factors in a year-long DMC project. The data analysis revealed four patterns of change in L2 writing autonomy, illustrated through four representative student cases: unchanged (i.e., Nazi), enhanced autonomy as L2 writing learners (i.e., Hui), cultivated autonomy as L2 writing users (i.e., Tong), and developed autonomy as L2 writers (i.e., Hua).