L2 Lexical Alignment and Lexical Learning in Collaborative Continuation Writing

Abstract

Recent studies have evidenced numerous benefits of continuation writing in supporting second language (L2) learning. However, research specifically addressing the impact of collaborative continuation writing on lexical learning is limited and has produced conflicting results, with no exploration of the relationship between lexical alignment and lexical learning. This study compares dyadic and individual continuation writing performed by L2 learners, examining lexical alignment, lexical learning, and the relation between lexical alignment and learning. Data analyses revealed that dyadic learners demonstrated superior lexical alignment and lexical learning over individual learners, that neither group's lexical alignment was significantly correlated with their word form or meaning retention on posttests, but that individual learners’ lexical alignment was correlated with their word use in posttests. These findings are discussed with reference to the collaborative dynamics in dyadic interactions, the lexical processing involved in collaborative writing, the different sources and nature of lexical alignment and learning, and transfer-appropriate processing. The study highlights the discrepancy between lexical processing and lexical alignment and their respective roles in lexical learning. The study concludes by suggesting that prioritizing lexical processing quality over lexical alignment enhances lexical learning in continuation writing.