Journal of Second Language Writing最新文献

Steering toward situational propensity/shi 势: A multicase study of planning and developing EFL writing centres in China

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2024-12-01 DOI: 10.1016/j.jslw.2024.101158

Chang Liu , Yebing Zhao , Jing Zhang

{"title":"Steering toward situational propensity/shi 势: A multicase study of planning and developing EFL writing centres in China","authors":"Chang Liu , Yebing Zhao , Jing Zhang","doi":"10.1016/j.jslw.2024.101158","DOIUrl":"10.1016/j.jslw.2024.101158","url":null,"abstract":"<div><div>Compared with the abundant scholarship on tutor-student interactions during writing centre tutorials, little research has investigated the planning and development of English as a Foreign Language (EFL) writing centres with consideration of specific sociopolitical contexts. From the perspective of academic language policy and planning (ALPP), this study compared the planning and the (failure of) sustainable development of three Chinese writing centres—two thriving ones and a closed one—through the lens of agency and by drawing on an indigenous Chinese notion of <em>shi</em> (势, situational propensity). With a <em>shi</em>-inflected agency framework, we analysed interview and document data from three groups of actors: writing centre directors, tutors, and tutees. Our findings uncovered intriguing insights into <em>shi</em>-inflected agency in planning and developing EFL writing centres: two operational strategies were identified for writing centre ALPP (noting and following <em>shi</em>, and creating <em>shi</em>), highlighting the importance of (1) aligning with macro-level <em>shi</em> and integrating it with meso- and micro-level <em>shi</em>, and (2) managing <em>yin</em>-<em>yang</em> alternations to transform constraints into affordances. Implications are duly provided for international writing centres and L2 writing support practitioners in EFL contexts across the globe.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"66 ","pages":"Article 101158"},"PeriodicalIF":5.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142745919","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

AI or student writing? Analyzing the situational and linguistic characteristics of undergraduate student writing and AI-generated assignments

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2024-12-01 DOI: 10.1016/j.jslw.2024.101160

Larissa Goulart , Marine Laísa Matte , Alanna Mendoza , Lee Alvarado , Ingrid Veloso

{"title":"AI or student writing? Analyzing the situational and linguistic characteristics of undergraduate student writing and AI-generated assignments","authors":"Larissa Goulart , Marine Laísa Matte , Alanna Mendoza , Lee Alvarado , Ingrid Veloso","doi":"10.1016/j.jslw.2024.101160","DOIUrl":"10.1016/j.jslw.2024.101160","url":null,"abstract":"<div><div>Since the release of OpenAI’s ChatGPT, universities have faced the issue of whether there is still a place for written assignments in higher education. ChatGPT's capacity to mimic various written forms raises questions about the necessity of traditional assessments. Given this background, this study explores to what extent AI-generated assignments can replicate the situational and linguistic features of student-authored assignments. Using a corpus of undergraduate assignments from an English as a Foreign Language (EFL) context, we compare student responses with ChatGPT's outputs. Employing a register approach, we analyze the situational and linguistic characteristics of texts across three different registers—essays, critiques, and personal narratives. Our methodology follows Biber and Conrad’s (2019) framework, encompassing situational analysis, linguistic analysis, and functional interpretation. The findings aim to inform writing instructors and EFL teachers about the strengths and limitations of AI tools, enhancing their ability to guide students in integrating these technologies into their writing processes.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"66 ","pages":"Article 101160"},"PeriodicalIF":5.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142757539","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

Exploring EFL learners’ engagement and draft quality in a multi-stage expository writing task using model texts as a feedback facilitator: A mixed-methods study

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2024-12-01 DOI: 10.1016/j.jslw.2024.101161

Long Quoc Nguyen , Duy Van Vu

{"title":"Exploring EFL learners’ engagement and draft quality in a multi-stage expository writing task using model texts as a feedback facilitator: A mixed-methods study","authors":"Long Quoc Nguyen , Duy Van Vu","doi":"10.1016/j.jslw.2024.101161","DOIUrl":"10.1016/j.jslw.2024.101161","url":null,"abstract":"<div><div>To enhance EFL learners’ engagement and writing, model texts as a feedback instrument (MTFI) have been used for the past two decades. This approach includes three primary stages: i) initial written output, ii) comparison of the output and model texts, and iii) rewriting of original drafts. However, the multidimensional nature of learners’ engagement and its relationship with text quality remain underexplored, particularly in expository writing. This study addresses these gaps by examining how learners engaged with MTFI emotionally, cognitively, and behaviorally, and how this engagement correlates with text quality. Sixty-eight Vietnamese EFL undergraduates were divided into a control group (CG, <em>N</em> = 33) and an experimental group (EG, <em>N</em> = 35). The EG participated in all three stages, while the CG did not partake in stage two. Data included note-taking sheets, written texts, follow-up questionnaires, and semi-structured interviews. Results showed that learners had a favorable attitude towards MTFI and displayed higher levels of cognitive and behavioral engagement with content-related and organizational features compared to lexical and grammatical aspects. Moreover, although both groups exhibited similar quality in the first drafts, the EG outperformed the CG in the rewritten compositions. Additionally, model-text awareness, a dimension of cognitive engagement, was moderately associated with learners’ overall text quality.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"66 ","pages":"Article 101161"},"PeriodicalIF":5.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142745713","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

Incorporating digital multimodal composition in content teaching: A multimodal analysis of students’ legal popularization videos

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2024-12-01 DOI: 10.1016/j.jslw.2024.101163

Sichen Xia

{"title":"Incorporating digital multimodal composition in content teaching: A multimodal analysis of students’ legal popularization videos","authors":"Sichen Xia","doi":"10.1016/j.jslw.2024.101163","DOIUrl":"10.1016/j.jslw.2024.101163","url":null,"abstract":"<div><div>Digital multimodal composition (DMC), which involves the use of multiple semiotic resources, has been extensively researched in language education. However, limited research has been conducted on the integration of DMC in content-based instruction. This study aims to fill this research gap by examining the use of DMC in an introductory legal studies course and discussing its potential benefits for content teaching. Five student-generated legal popularization videos, which explain concepts in English company law, were collected. Drawing upon Hafner’s (2015) framework for remix practices in multimodal composition, these videos were analyzed using a software-assisted systemic functional approach to multimodal discourse analysis. This approach is based on the principles that multimodal semiotic resources are combined to create intended meanings and that the choice of resources is socially negotiated. Findings from the multimodal discourse analysis of the DMC product were triangulated with students’ reflective essays to understand the motivations behind their semiotic choices. The analysis reveals that students consciously appropriate various generic, (sub)cultural, and semiotic resources as well as multimodal artefacts when explaining legal knowledge to an indefinite audience. The videos demonstrate that DMC allows learners to critically reconsider the meaning and practical aspects of legal concepts while recontextualizing technical legal knowledge for a general audience.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"66 ","pages":"Article 101163"},"PeriodicalIF":5.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142745962","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

An exploration of CFL learners’ metaphor use in second language writing: Effects of genre and topic

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2024-12-01 DOI: 10.1016/j.jslw.2024.101162

Jing Shu , Gui Wang , Caihua Xu

{"title":"An exploration of CFL learners’ metaphor use in second language writing: Effects of genre and topic","authors":"Jing Shu , Gui Wang , Caihua Xu","doi":"10.1016/j.jslw.2024.101162","DOIUrl":"10.1016/j.jslw.2024.101162","url":null,"abstract":"<div><div>This article investigates the effects of genre and topic on the metaphors used by Chinese as a foreign language (CFL) learners’ writing. Using Conceptual Metaphor Theory as the theoretical framework, our study analyzed 900 essays, which include three genres (argumentative essays, narrative essays, and letter writing) and six topics, extracted from the HSK Dynamic Essay Corpus. The results show that both genre and topic influence the use of metaphors by CFL learners, but their effects manifest in different ways. Genre influences the frequency of metaphor due to differences in pragmatic purposes. Specifically, we found that argumentative essays and narrative essays exhibit a notably higher frequency of metaphor use than letter writing. Argumentative essays have a higher frequency than narrative essays. Topic not only affects the frequency of metaphor use but also influences the selection and frequency of classic source domains. Additionally, differences in metaphor frequency across topics are more pronounced in genres with higher metaphor frequency (argumentative essays and narrative essays) and insignificant in a genre with the lowest metaphor frequency (letter writing). Our findings contribute to the further development of conceptual metaphor theory, as well as to the teaching of genre and metaphor in Chinese L2 writing.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"66 ","pages":"Article 101162"},"PeriodicalIF":5.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142745961","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

Conceptualising and cultivating Critical GAI Literacy in doctoral academic writing 在博士学术论文写作中构思和培养批判性 GAI 素养

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2024-11-20 DOI: 10.1016/j.jslw.2024.101156

Amy Wanyu Ou , Baraa Khuder , Sindija Franzetti , Raffaella Negretti

{"title":"Conceptualising and cultivating Critical GAI Literacy in doctoral academic writing","authors":"Amy Wanyu Ou , Baraa Khuder , Sindija Franzetti , Raffaella Negretti","doi":"10.1016/j.jslw.2024.101156","DOIUrl":"10.1016/j.jslw.2024.101156","url":null,"abstract":"<div><div>Generative artificial intelligence (GAI) has revolutionised the landscape of academic writing, presenting both advantages and risks to learning for L2 writers. It is thus imperative that L2 writers, especially at advanced academic levels, develop the critical skills necessary for employing GAI tools ethically and effectively in their writing processes. Our study addressed this need by 1) conceptualising Critical GAI Literacy based on current research and our collected data, and 2) developing a self-regulated learning-based micro-curriculum for L2 doctoral students to cultivate knowledge and skills using GAI for academic writing. We collected interactive and reflective data in an introductory-level academic writing course at a Swedish university enrolled with 60 PhD students from diverse backgrounds and examined their evolving perspectives and strategies for engaging in GAI-mediated writing. Findings show a spectrum of initial attitudes among students and limited knowledge of GAI use. Final reflections illustrate de-enchantment with GAI, recalibrated and enhanced understanding of ethical issues, developed prompting methods, and increased awareness of text ownership through the self-directed learning process. Furthermore, students demonstrated a discerning approach in evaluating GAI-generated suggestions and sociolinguistic impacts, indicating a growing criticality in L2 writing practices.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"66 ","pages":"Article 101156"},"PeriodicalIF":5.0,"publicationDate":"2024-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142704344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

To grade is not to grade?: Exploring ungrading in the teaching of L2 writing 要评分还是不要评分？探索中级写作教学中的不评分问题

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2024-11-17 DOI: 10.1016/j.jslw.2024.101155

Soo Hyon Kim , Tanita Saenkhum

引用次数: 0

Ethical use of generative AI for writing practices: Addressing linguistically diverse students in U.S. Universities' AI statements 在写作实践中合乎道德地使用生成式人工智能：在美国大学的人工智能声明中解决语言多样化学生的问题

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2024-11-17 DOI: 10.1016/j.jslw.2024.101157

Anh Dang, Hui Wang

引用次数: 0

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2024-11-12 DOI: 10.1016/j.jslw.2024.101154

Ying Qu , Xiqin Liu

引用次数: 0

Ungrading as an assessment philosophy: Reliability, validity, and practicality 取消等级作为一种评估理念：可靠性、有效性和实用性

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2024-11-06 DOI: 10.1016/j.jslw.2024.101152

Sara T. Cushing

引用次数: 0