In this paper I explore the possibilities of using multimodal language learning histories (MLLHs) to understand the second language (L2) learning experiences of Japanese and international university students in Japan. It has been acknowledged that the multimodal approach is an effective way to understand L2 learning experiences. While we see a growing number of studies employing multimodal data in this arena, previous studies tended to focus on a single visual image rather than on how multiple images may be used to construct L2 learning histories. Also, as the focus has been on the learning of English, more research is needed on other target languages in order to understand the heterogeneity and commonalities of L2 learning experiences in various contexts.
In the present study, I aim to describe the types of visuals represented in the MLLHs of both Japanese students learning English and international students learning Japanese and identify characteristic patterns found in the ways they use the multiple visuals to construct their learning histories as well as compare the two groups to see if there are any differences. Description and classification of the images found in their MLLHs revealed that the elements of "language," "place," "person," "learning resource" and "self-analysis of learning process" are represented visually. These visuals are used to highlight and/or elaborate on certain aspects of their L2 learning process constituting the significant elements in their learning histories. I also identified characteristic patterns in the ways they constructed their MLLHs by using certain types of visuals more frequently than others. These patterns are defined as 'person-oriented', 'resource-oriented', 'place-oriented' and 'analysis-oriented' types respectively. Comparison of the MLLHs of the two learner groups further revealed that while the Japanese students tended to produce person-oriented MLLH more than other types, international students tended to produce resource-oriented type more frequently while also producing person-oriented types. In the former, visuals of people are used to focus on learners' actions and emotions involved whereas in the latter, resources used for learning (e.g. anime, Youtube videos) are given priority. Japanese students who had gone through learning of English for the entrance exams used the images of people to represent their own emotional states such as anxiety and fear for the exams, joy of accomplishing their goals, and strength of motivation maintained. On the other hand, international students who initially took up Japanese as a hobby due to the influence of pop culture focused on the images of resources to represent which anime or videos they watched to learn different aspects of Japanese. Thus, these patterns reflect the differing perspectives held by the two groups born out of their experiences in their respective contexts.
Based on these findings I argue that making use of both visual and verbal narratives in the MLLHs gives learners greater freedom to frame their own learning histories, allowing them to encapsulate their subjective perspectives more effectively than by verbal means alone, and to focus on the dynamics and individualities of their L2 learning.
