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Multimodal writing portfolios were introduced and integrated into an undergraduate course and a graduate course in a research-oriented university in northwest Taiwan. This study aims to examine the influence of multimodal writing portfolios of novice researchers' academic writing.

Comparative case studies involve collecting data from several cases and analyzing the similarities, differences and patterns across cases (Merriam, 2009). To address this underdeveloped area of research, a comparative case study method was employed to understand undergraduate and graduate students' multimodal writing portfolios in academic writing in two courses in Taiwan.

First, multimodal writing portfolios enabled novice researchers to be more familiar with the structure of academic paper and they had better performance in intrapersonal and linguistic aspects. Second, novice researchers held positive attitude toward multimodal writing portfolios because they regarded process of making multimodal writing portfolios as preparation for their future academic writing. Finally, participants highly valued the class PowerPoint slides, weekly writing tasks and the instructor's modeling as effective facilitation for making multimodal writing portfolios.

Limited studies focus on multimodal writing portfolios (e.g. Silver, 2019). The present case study explores the integration of a multimodal writing portfolio into one undergraduate and one graduate course to explore learners' attitude and performance in academic writing.

Novice researchers can learn to compose multimodal academic texts for the academic writing community.

Suggestions on effective integration of multimodal writing portfolios into academic writing instruction were provided based on the research findings.

The findings of the study provide the field of L2 writing with insights into the pedagogical development of multilingual writing portfolios and help educators to be better prepared for teaching novice researchers to comprehend and compose multimodal texts and enter the academic writing community. The framework in Figure 1 and suggestions on course designs for academic writing can inform educators on the integration of multimodality in academic discourse. Moreover, this study moves beyond general writing courses at the tertiary level and could contribute to L2 writers' deeper understanding of how multimodal writing portfolios can be constructed.

Since a teacher's identity is the result of ongoing discussion, explanation, negotiation and justification, famous education quotes were integrated into a language teacher practicum in a teacher education program in the northwest university in Taiwan. This study aims to explore the influence of discussing education quotes on 10 English as a foreign language student teachers' professional identities. This study also aims to discuss the following research questions.

This case study focused on 10 student teachers' identity construction in a practicum class under one advisor. According to Merriam (1998), a case is a “thing, a single entity, a unit around which there are boundaries” (p. 27). The case was a practicum and the unit of analysis was participants' identity construction.

First, reading and discussing famous quotes was a useful “discourse” and “language” for student teachers to construct and negotiate their identities. Second, through the integration of reading and discussing quotes, participants revealed more professional identity in knowledge and expertise, particularly in English instruction in the post-test.

This study examined the influence of discussing educational quotes of 10 students’ professional identity. However, given the nature of the study, there were some limitations. First, although the small sample size offered rich data through observation, artifacts and pre-and post-tests, it restricts our ability to generalize the results.

This study is highly practical (i.e. learning by discussion) and strongly interactive among the participant in a professional and social context. The conceptual framework in Figure 1 presents a theoretical framework supporting reading and discussing quotes as the discourse for the student teachers for their professional identity construction. Social context and relationship shape their professional identity (Izadinia, 2013). Student teachers spent much of their time with their cooperating teachers and administrators in their cooperating schools. In order to foster student teachers’ professional identity construction, it is recommended that student teachers should be encouraged to read and discuss educational quotes with teachers and administrators in their cooperating schools as a mean of professional dialogue and learning.

In this study, it was argued that educational or English teaching quotes could be used as viable, effective and appropriate materials in documenting student teachers' professional identity construction out of their classroom practice in their practicum. The findings of this study derived from the nature of 10 student teachers' professional learning via discussing famous education sayings, and professional learning took place during the practicum.

Most of the studies reviewed above were small-scale and qualitative case studies. Some involved only one or two single cases (e.g. Antonek et al., 1997; Calandra et al., 2006; Camp, 2013). Only a few studies were analyzed and explored based on theoretical frameworks (e.g. Chasteen, 2015). No explicit references were made to any theoretical frameworks in most of the studies. This study included both qualitative (observation and artifacts) and quantitative data (pretest and posttest) to explore the influence of discussing education quotes on 10 student teachers' professional identities and reflective practices.