Journal of Second Language Writing最新文献

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-03-01 DOI: 10.1016/j.jslw.2025.101189

Xuehua Fu , Lawrence Jun Zhang

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Using AI-text generated mentor texts for genre-based pedagogy in second language writing

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-03-01 DOI: 10.1016/j.jslw.2025.101184

Luciana C. de Oliveira , Allessandra Elisabeth dos Santos

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Exploring complexity at the lexis-grammar interface: Diversity and sophistication of verb-argument structures in L2 Dutch writing

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-02-14 DOI: 10.1016/j.jslw.2025.101183

Rachel Rubin , Bram Bulté , Magali Paquot , Alex Housen

{"title":"Exploring complexity at the lexis-grammar interface: Diversity and sophistication of verb-argument structures in L2 Dutch writing","authors":"Rachel Rubin , Bram Bulté , Magali Paquot , Alex Housen","doi":"10.1016/j.jslw.2025.101183","DOIUrl":"10.1016/j.jslw.2025.101183","url":null,"abstract":"<div><div>Phraseological complexity has received increasing attention within L2 complexity research, with studies calculating a range of quantitative measures targeting various types of phraseological units. One of the main aims of this research has been to establish an empirical link between phraseological complexity and L2 proficiency. The present study expands upon existing research by investigating phraseological complexity in a corpus of L2 Dutch writing collected from the B1, B2, and C1 levels of the Certificaat Nederlands als Vreemde Taal (CNaVT) exams. To this end, measures of verb-argument structure (VAS) diversity and sophistication, respectively operationalized as the type-token ratio (TTR) and mean mutual information (MI) score of these units, are calculated, alongside similar sophistication measures for verb + direct object dependencies. The complexity measures are entered as predictors in multiple regression models predicting the assessed proficiency of the learners, as indicated by their numeric overall exam scores. Results indicate that the measure of VAS sophistication, in particular, demonstrates strong potential as a quantitative measure to include alongside measures of dependency-based phraseological units. Not only does this measure exhibit a clear relationship with learner proficiency at the advanced stages, it also appears to supplement the predictive ability of existing phraseological complexity measures.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"67 ","pages":"Article 101183"},"PeriodicalIF":5.0,"publicationDate":"2025-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143403370","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

Investigating L2 writers' critical AI literacy in AI-assisted writing: An APSE model

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-02-13 DOI: 10.1016/j.jslw.2025.101187

Chaoran Wang , Zhaozhe Wang

{"title":"Investigating L2 writers' critical AI literacy in AI-assisted writing: An APSE model","authors":"Chaoran Wang , Zhaozhe Wang","doi":"10.1016/j.jslw.2025.101187","DOIUrl":"10.1016/j.jslw.2025.101187","url":null,"abstract":"<div><div>While the need to foster critical AI literacy (CAIL) among L2 writers has gained increasing recognition, research offering empirically grounded models for integrating CAIL into L2 writing remains limited. To contribute to the ongoing research in AI-assisted L2 writing and CAIL, we designed the current study to understand how students used ChatGPT, a popular generative AI technology, to support their writing and to uncover their CAIL in their writing practices in two first-year writing classes in the US. Adopting a qualitative case study design, we analyzed students’ interview data, written reflections, AI logs, and screencasts of students’ interactions with AI. Findings show that students utilized AI in various ways, including topic selection and brainstorming, outlining, revising, editing, and sourcing. We propose an APSE model based on four dimensions identified in students' CAIL while using ChatGPT: (1) critical awareness of AI (A), (2) critical positionality (P), (3) critical strategies for interacting with AI (S), and (4) critical evaluation of AI affordances (E). The model highlights the distinct yet overlapping components of CAIL and addresses specific concerns that L2 writers face to leverage generative AI’s linguistic and rhetorical resources critically. Pedagogical implications include explicit instruction on CAIL, developing students’ AI feedback literacy, fostering meta-skills in communication and evaluation, and enhancing their AI-assisted self-directed learning skills.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"67 ","pages":"Article 101187"},"PeriodicalIF":5.0,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143396008","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

The need for critical digital literacies in generative AI-mediated L2 writing

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-02-07 DOI: 10.1016/j.jslw.2025.101186

Ron Darvin

{"title":"The need for critical digital literacies in generative AI-mediated L2 writing","authors":"Ron Darvin","doi":"10.1016/j.jslw.2025.101186","DOIUrl":"10.1016/j.jslw.2025.101186","url":null,"abstract":"<div><div>This article asserts that the use of generative AI (GenAI) technologies for L2 writing needs to involve critical digital literacies. Drawing on the initial insights from a case study exploring the GenAI practices of secondary school students in Canada, this paper highlights emergent issues surrounding the dispositions of these learners towards these tools, the designs of platforms, and the material differences in the way these tools generate responses and encourage specific practices. Recognizing the inequalities that circumscribe the use of these technologies, this paper proposes <em>materiality</em>, <em>indexicality</em>, and <em>ideology</em> as key constructs that help develop an understanding of critical digital literacies relevant to GenAI-mediated L2 writing and digital multimodal composing. These constructs draw attention to how platform designs and other material processes, together with learner access to resources, can steer learners toward particular interactions and discourses. By understanding how GenAI platforms trained on large datasets can privilege certain ways of thinking and writing, L2 writers can develop a more critical perspective of how these technologies can shape the way we write ourselves into being.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"67 ","pages":"Article 101186"},"PeriodicalIF":5.0,"publicationDate":"2025-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143348479","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}

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An analysis of the impact of the L1 on bilinguals' writing competence

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-01-31 DOI: 10.1016/j.jslw.2025.101182

Paula Elosua, David Lasagabaster

{"title":"An analysis of the impact of the L1 on bilinguals' writing competence","authors":"Paula Elosua, David Lasagabaster","doi":"10.1016/j.jslw.2025.101182","DOIUrl":"10.1016/j.jslw.2025.101182","url":null,"abstract":"<div><div>The research fields of second language acquisition in general and L2 writing in particular have been dominated by studies in which English is the language under scrutiny. However, many different researchers have claimed that it is high time to consider languages other than English (LOTEs), since multilingualism is the norm rather than the exception all over the world. In particular, minority languages have been largely overlooked in the literature on L2 writing, a research gap that this study intends to fill in. With this objective in mind, this research examines the impact of the participants’ L1 (Basque or Spanish) on their written production. The sample was made up of 9767 participants from the Basque Autonomous community in Spain, who completed a writing test aimed at assessing the C1 level (Common European Framework of Reference for Languages) in Basque in five different points in time. The results revealed differences in writing competence in favour of L1=Basque participants when compared with their L1=Spanish counterparts, especially as far as the criterion of accuracy was concerned. The study concludes by providing insights that will be useful in other international educational contexts in which a minority and a majority language share co-official status.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"67 ","pages":"Article 101182"},"PeriodicalIF":5.0,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097969","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

Secondary school English teachers’ application of artificial intelligence-guided chatbot in the provision of feedback on student writing: An activity theory perspective

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-01-30 DOI: 10.1016/j.jslw.2025.101179

Yuan Yao , Xinhua Zhu , Longhai Xiao , Qi Lu

{"title":"Secondary school English teachers’ application of artificial intelligence-guided chatbot in the provision of feedback on student writing: An activity theory perspective","authors":"Yuan Yao , Xinhua Zhu , Longhai Xiao , Qi Lu","doi":"10.1016/j.jslw.2025.101179","DOIUrl":"10.1016/j.jslw.2025.101179","url":null,"abstract":"<div><div>The integration of artificial intelligence (AI)-guided chatbots as supplementary tools for L2 writing instruction has gained attention, yet uncertainties remain about how teachers incorporate such tools into their feedback practices and what factors influence this process. To address these gaps, this study adopted Activity Theory (AT) as the framework and involved 13 secondary school English teachers from two public secondary schools in southern China. The teachers used Kimi, an AI-guided chatbot, to support their feedback provision on student writing. The results revealed differences in the features of Kimi and teacher feedback (i.e., amount, length, foci, and types), as well as a complementary pattern between Kimi’s feedback and teachers’ self-initiated feedback. Additionally, the study identified the key components of the activity system within the context of AI-supported teacher feedback, including the subject, objectives, mediating artefacts, community, rules, and division of labor. This research provides empirical evidence regarding the facilitative role of AI-guided chatbots in supporting the provision of teacher feedback. The findings underscore the potential synergy between AI and teacher feedback, contributing to the enhancement of L2 writing instruction in secondary education.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"67 ","pages":"Article 101179"},"PeriodicalIF":5.0,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143140679","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

Multilingual learners' digital book composing: Examining circulation of translingual, multimodal resources in an elementary classroom

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-01-28 DOI: 10.1016/j.jslw.2025.101180

Lindsey W. Rowe , Victoria Pennington

{"title":"Multilingual learners' digital book composing: Examining circulation of translingual, multimodal resources in an elementary classroom","authors":"Lindsey W. Rowe , Victoria Pennington","doi":"10.1016/j.jslw.2025.101180","DOIUrl":"10.1016/j.jslw.2025.101180","url":null,"abstract":"<div><div>Multilingual learners (MLs) often attend English-medium schools in the U.S. An important area of research is understanding how teachers can support MLs’ literacy practices, such as translingual composing, in these contexts. This paper draws on theories of translanguaging and multimodality to explore the semiotic choices of second graders as they engaged in digital book composing following instruction that invited translanguaging. Specifically, we ask: 1) What multimodal, translingual resources did students initially deploy when invited to use their full semiotic (including linguistic) resources to compose texts? And 2) How were these semiotic resources used across time, resulting in students’ creation of multimodal, translingual texts? Data come from a qualitative project and include audio/video recordings of instruction and images of student texts. Findings from descriptive and thematic coding illustrate the multiple multimodal, multilingual resources, including text, image, and audio, that students used to compose their eBooks. Findings also show how students created these texts over time through discussion about and use of translingual and multimodal resources. Implications for translanguaging theory and pedagogy are discussed.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"67 ","pages":"Article 101180"},"PeriodicalIF":5.0,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097963","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}

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Translanguaging with generative AI in EFL writing: Students’ practices and perceptions

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-01-27 DOI: 10.1016/j.jslw.2025.101181

Wanli Yang , Chenming Lin

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IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-01-22 DOI: 10.1016/j.jslw.2025.101177

Hassan Mohebbi , Eunjeong Park

引用次数: 0