{"title":"Is Informal Writing Only for Fun? Revisiting the Learning Potential of Informal Writing in Second Language (L2) Contexts","authors":"Shulin Yu","doi":"10.1111/ejed.70260","DOIUrl":null,"url":null,"abstract":"<div>\n \n <p>While researchers in recent years have exhibited a burgeoning interest in studying writing practices beyond formal contexts, the purpose of informal writing appears to be constrained primarily to recreational activities or interpersonal communication, thus overlooking its potential impact on enhancing formal writing competence. The present qualitative study aims to reveal L2 student writers' perspectives concerning the influences of informal writing on formal writing and writer development in L2 writing contexts. Informed by a dual perspective of cognitivism and social constructivism, this qualitative study collected interview data with 26 university students and their writing samples. This study reveals that informal writing (1) has the potential to improve learners' L2 writing proficiency in many aspects; (2) has both beneficial and detrimental effects on formal writing; (3) can be an emotional regulator and emotional trigger; (4) can influence writers' learning processes and learning outcomes; and (5) can affect L2 writers' personal growth. This study contributes to our understanding of the learning potential of informal writing in second language education.</p>\n </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6000,"publicationDate":"2025-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal of Education","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/ejed.70260","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
While researchers in recent years have exhibited a burgeoning interest in studying writing practices beyond formal contexts, the purpose of informal writing appears to be constrained primarily to recreational activities or interpersonal communication, thus overlooking its potential impact on enhancing formal writing competence. The present qualitative study aims to reveal L2 student writers' perspectives concerning the influences of informal writing on formal writing and writer development in L2 writing contexts. Informed by a dual perspective of cognitivism and social constructivism, this qualitative study collected interview data with 26 university students and their writing samples. This study reveals that informal writing (1) has the potential to improve learners' L2 writing proficiency in many aspects; (2) has both beneficial and detrimental effects on formal writing; (3) can be an emotional regulator and emotional trigger; (4) can influence writers' learning processes and learning outcomes; and (5) can affect L2 writers' personal growth. This study contributes to our understanding of the learning potential of informal writing in second language education.
期刊介绍:
The prime aims of the European Journal of Education are: - To examine, compare and assess education policies, trends, reforms and programmes of European countries in an international perspective - To disseminate policy debates and research results to a wide audience of academics, researchers, practitioners and students of education sciences - To contribute to the policy debate at the national and European level by providing European administrators and policy-makers in international organisations, national and local governments with comparative and up-to-date material centred on specific themes of common interest.