Abstract
Advanced Media English was an elective course at a Japanese university’s EFL program whose learning goals were to cultivate L2 digital literacies through several media-based projects. Students in the course combined a variety of media and Web 2.0 technologies in order to develop their competence and confidence in the contemporary social media environment. The course is a modern version of Barson’s (1991) course in which students produced French newspapers while using the target language. Based on the PrOCALL framework developed by Debski (2001), it was hoped that requiring students to complete media projects in an L2 might expand their breadth of literacy as well as provide an opportunity to collaborate in English. Data collected for two years from 128 students describe student perceptions of the course. The data provide perspectives on Japanese university students’ evaluation of their own digital literacy and suggest that multimedia projects can create a halo-effect that may transfer new skills to other domains.
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