Journal of Second Language Writing最新文献

Selected bibliography of recent scholarship in second language writing 最近第二语言写作奖学金的参考书目

IF 7.7 1区文学

Journal of Second Language Writing Pub Date : 2026-09-01 Epub Date: 2026-09-02 DOI: 10.1016/j.jslw.2026.101351

Colleen Brice, Carolina Peleaz-Morales

引用次数: 0

Editorial: Volume 73 社论：第73卷

IF 7.7 1区文学

Journal of Second Language Writing Pub Date : 2026-09-01 Epub Date: 2026-08-22 DOI: 10.1016/j.jslw.2026.101350

Stephen Doolan, Mimi Li

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Pre-task planning in L2 writing: Does generative AI assistance make a difference? 第二语言写作中的任务前规划：生成式人工智能辅助会产生影响吗？

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2026-06-01 DOI: 10.1016/j.jslw.2026.101320

Huafeng Wang , Yuanhua Xie , Pengchong Zhang , Jing Wang , Yanyun Gong

{"title":"Pre-task planning in L2 writing: Does generative AI assistance make a difference?","authors":"Huafeng Wang , Yuanhua Xie , Pengchong Zhang , Jing Wang , Yanyun Gong","doi":"10.1016/j.jslw.2026.101320","DOIUrl":"10.1016/j.jslw.2026.101320","url":null,"abstract":"<div><div>Despite the fact that extensive second language (L2) research has examined the role of generative AI (GenAI) at the post-writing stage, its potential in the pre-task planning (PTP) phase remains underexplored. Thus, the present study aimed to examine the effects of GenAI-assisted PTP on L2 argumentative writing performance and explore EFL learners’ reactions to GenAI support during PTP through a mixed-methods design. A total of 113 intermediate-level Chinese freshmen were randomly assigned to groups of (i) GenAI-assisted planning; (ii) independent planning; and (iii) no planning. Their writing performance was assessed using rubric-based scoring alongside fine-grained linguistic measures of complexity, accuracy, and fluency (CAF), while reflective notes provided qualitative insights into their reactions to GenAI assistance. The findings indicate that GenAI-assisted PTP significantly enhanced learners’ writing performance, yielding higher rubric scores and greater linguistic complexity than independent and no planning. For accuracy and fluency, both planning conditions outperformed no planning but did not differ from each other. Furthermore, learners perceived GenAI as a valuable assistant, contributing to better written production and fostering positive emotions. However, concerns were also reported regarding information redundancy, over-reliance, and GenAI-produced inaccuracies. These findings shed light on GenAI use and have pedagogical implications for L2 writing instruction.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"72 ","pages":"Article 101320"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148167758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2026-06-01 Epub Date: 2026-05-18 DOI: 10.1016/j.jslw.2026.101313

Liu Lixin

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Teaching revision as a concept through concept-based language instruction for multilingual writers 基于概念的多语作家语言教学中的教学修改

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2026-06-01 Epub Date: 2026-05-31 DOI: 10.1016/j.jslw.2026.101321

Terrence Tianzhi Zhang

{"title":"Teaching revision as a concept through concept-based language instruction for multilingual writers","authors":"Terrence Tianzhi Zhang","doi":"10.1016/j.jslw.2026.101321","DOIUrl":"10.1016/j.jslw.2026.101321","url":null,"abstract":"<div><div>Although revision is integral to L2 writing development, it is often taught implicitly through discrete feedback rather than as a systematic process that enables consciously understand and control. Grounded in Vygotskian sociocultural theory and construction, this study examined how seven Chinese-speaking international students in a first-year composition course developed conceptual understandings of revision through a one-to-one tutoring curriculum. The intervention introduced a Schema for the Orienting Basis of Action (SCOBA) that integrated cognitive models of writing with Systemic Functional Linguistics to frame revision as recursive, goal-directed, and meaning-oriented. Data include interviews, tutoring session discussions, student-annotated mediational tools, and writing drafts. Findings showed that students developed more conceptually informed understandings of revision, moving from surface correction and teacher-feedback-driven practices toward more purposeful attention to clarifying ideas, considering readers, and improving textual organization. The analysis of writing drafts also indicated improvement in revision quality, especially in ideational and textual dimensions. Although surface edits remained frequent overall, revisions connected to SCOBA-guided goals were largely content-focused. Students’ adaptations of the mediational tools further suggested emerging control over revision planning and monitoring. The study highlights the pedagogical value of explicitly teaching revision as a scientific concept while recognizing that fuller internalization requires sustained, adaptive mediation.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"72 ","pages":"Article 101321"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148167757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Writing in the AI era: Rethinking writing, research and teaching 人工智能时代的写作：重新思考写作、研究和教学

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2026-06-01 Epub Date: 2026-04-02 DOI: 10.1016/j.jslw.2026.101302

Ken Hyland

{"title":"Writing in the AI era: Rethinking writing, research and teaching","authors":"Ken Hyland","doi":"10.1016/j.jslw.2026.101302","DOIUrl":"10.1016/j.jslw.2026.101302","url":null,"abstract":"<div><div>Generative artificial intelligence (GenAI) has entered second language (L2) writing with extraordinary speed and with remarkably little agreement about what, precisely, it means for the field. In this focus paper, I argue that AI represents neither the end of L2 writing nor a simple technological solution to long-standing pedagogical challenges. Instead, it presents us with a profound reconfiguration of what it means to write, to learn to write, and to evaluate writing in additional languages. While AI tools can scaffold linguistic resources, expand access to disciplinary genres, and redistribute forms of expertise, they also risk deskilling writers, flattening authorial voice, obscuring responsibility, and intensifying inequities. My view perhaps borders on the humdrum in proposing that the field should resist both prohibition and uncritical adoption. I do, however, suggest that rather than asking what AI can do for writing instruction, we need to ask what kinds of writing—and writers—we wish to develop. What seems increasingly clear is that the future of L2 writing in the AI era will be shaped less by technological capacity than by the values we, and our academic communities, choose to encourage.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"72 ","pages":"Article 101302"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148231337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

June 2026 JSLW Annotated Bibliography 2026年6月JSLW注释书目

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2026-06-01 Epub Date: 2026-06-02 DOI: 10.1016/j.jslw.2026.101317

Lia Plakans, Carol Severino, Xinyue Shui, Andy Jiahao Liu

引用次数: 0

JSLW Editorial for June 2026 JSLW 2026年6月社论

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2026-06-01 DOI: 10.1016/j.jslw.2026.101316

Stephen Doolan , Mimi Li

引用次数: 0

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2026-06-01 Epub Date: 2026-05-31 DOI: 10.1016/j.jslw.2026.101319

Chili Li, Yuxin Fang, Jingru Chen

引用次数: 0

Mediating L2 writing revision: The impact of teacher-moderated ChatGPT feedback on L2 accuracy and lexical diversity 中介二语写作修订：教师调节的ChatGPT反馈对二语准确性和词汇多样性的影响

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2026-03-01 Epub Date: 2026-02-09 DOI: 10.1016/j.jslw.2026.101286

Marilize Pretorius , Jennifer Thewissen

{"title":"Mediating L2 writing revision: The impact of teacher-moderated ChatGPT feedback on L2 accuracy and lexical diversity","authors":"Marilize Pretorius , Jennifer Thewissen","doi":"10.1016/j.jslw.2026.101286","DOIUrl":"10.1016/j.jslw.2026.101286","url":null,"abstract":"<div><div>Studies that empirically investigate the concrete linguistic impact of GenAI on L2 writing remain scarce. This study addresses this gap by examining 91 in-class ESL texts alongside their 91 revised versions, produced using ChatGPT feedback in a teacher-moderated context. We investigate linguistic changes in L2 accuracy, namely learners’ ability to produce error-free output, and lexical diversity, the range of distinct word types used in writing. Learner corpus research methods were used to do so: errors were manually annotated with the Louvain Error Taxonomy (Granger et al., 2022), while lexical diversity was measured automatically with TAALED (Tool for the Automatic Analysis of Lexical Diversity; Kyle et al., 2021). The findings reveal that, although ChatGPT-assisted revisions showed some improvement in certain areas of accuracy, the texts still contained a substantial number of errors. Lexical diversity increased more visibly. Results are analysed against the structured pedagogical safeguards that guided learners’ interactions with ChatGPT. To avoid wholesale cutting and pasting from the tool, the students (i) co-developed and signed an ethical use agreement; (ii) were provided with teacher-suggested sample prompts which they extensively relied on and (iii) were required to submit ChatGPT chatlog interactions to the instructor. Together, these safeguards encouraged focused revisions rather than maximal rewriting, shaping the nature and extent of the changes observed in the revised texts. Drawing on our results, the study critically reflects on the strengths and limitations of the pedagogical intervention, showing how controlled AI use can address concerns about authorship, L2 assessment and ethics.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"71 ","pages":"Article 101286"},"PeriodicalIF":4.5,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146187683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0