Journal of Second Language Writing最新文献

Timely and timeless topic: Global Englishes in L2 writing pedagogy and challenges 及时和永恒的主题：全球英语第二语言写作教学和挑战

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2025-10-06 DOI: 10.1016/j.jslw.2025.101252

Ryuko Kubota

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From algorithms to annotations: Rethinking feedback practices in academic writing through AI-human comparison 从算法到注释：通过AI-human比较重新思考学术写作中的反馈实践

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2025-10-04 DOI: 10.1016/j.jslw.2025.101254

Hadi Kashiha

{"title":"From algorithms to annotations: Rethinking feedback practices in academic writing through AI-human comparison","authors":"Hadi Kashiha","doi":"10.1016/j.jslw.2025.101254","DOIUrl":"10.1016/j.jslw.2025.101254","url":null,"abstract":"<div><div>While ChatGPT has gained prominence in education for its efficiency, little is known about how its feedback compares to that of human instructors, particularly in English for Academic Purposes (EAP) settings with second language (L2) writers. This study examined how ChatGPT and instructors used epistemic strategies (assertiveness vs. mitigation) and delivery methods (monologic vs. dialogic) in their evaluative comments on 200 academic introductions written by Malaysian L2 students. The findings revealed that both feedback sources employed mitigation comparably to foster a face-saving environment for receiving academic criticism. However, instructors demonstrated greater assertiveness and relied more on dialogic feedback, reflecting their authoritative role in guiding revisions and prompting interaction. Conversely, ChatGPT predominantly provided monologic feedback, offering immediate and grammatically sound but static comments. The most common blend in both sources was mitigation combined with dialogic delivery, which highlights a balance between flexibility and engagement. Overall, the study indicates that while AI feedback can complement human input, it often lacks the adaptability and interpersonal depth of instructor responses. These insights inform EAP and L2 writing pedagogy by pointing to the value of blended feedback models that leverage AI’s efficiency while retaining the interactive and authoritative qualities of human expertise.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"70 ","pages":"Article 101254"},"PeriodicalIF":4.5,"publicationDate":"2025-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145268221","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 plurality of English in Global Englishes 全球英语中的英语多元性

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2025-10-03 DOI: 10.1016/j.jslw.2025.101253

Yachao Sun

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Developing students’ reflexive knowledge through EAP instruction 通过EAP教学培养学生的反身性知识

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2025-09-26 DOI: 10.1016/j.jslw.2025.101245

Yan (Olivia) Zhang , Ken Hyland

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EFL undergraduate students’ thinking and awareness in genre-based writing: Conceptualizing rhetorical moves and experimenting with linguistic knowledge 英语本科生体裁写作中的思维与意识：修辞动作的概念化与语言知识的实验

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2025-09-25 DOI: 10.1016/j.jslw.2025.101243

Naoko Mochizuki

{"title":"EFL undergraduate students’ thinking and awareness in genre-based writing: Conceptualizing rhetorical moves and experimenting with linguistic knowledge","authors":"Naoko Mochizuki","doi":"10.1016/j.jslw.2025.101243","DOIUrl":"10.1016/j.jslw.2025.101243","url":null,"abstract":"<div><div>In genre-based writing classes, students’ understanding and application of genre concepts vary based on their backgrounds and contexts. However, the thought processes underlying students’ genre-based writing remain understudied, particularly in undergraduate English for General Academic Purposes (EGAP) classes in English as a Foreign Language (EFL) settings. To address this gap, this ethnographic case study explores students’ thinking and awareness during genre-based academic essay writing in EGAP classes I taught at a university in Japan. Data were collected from students’ genre analysis of a sample text, drafts, annotated revised essays, written reflections, and recordings of writing conferences. The analysis reveals shifts in students’ reading stances during genre analysis, and their simplistic conceptualizations of perceived genre characteristics (e.g., rhetorical moves) and their experimentations with L2 linguistic knowledge based on rhetorical considerations (e.g., to express own thoughts in the text) during text construction. These findings highlight students’ evolving genre knowledge, genre and language needs, and potential for learning, as well as gaps in my genre-based teaching. Informed by critical reflection on my teaching practices, pedagogical implications emphasize the importance of promptly eliciting and addressing students’ emerging needs during text construction through explicit guidance and metacognitive scaffolding.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"70 ","pages":"Article 101243"},"PeriodicalIF":4.5,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145159116","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

Syntactic complexity and L2 Chinese proficiency: An analysis of Malaysian CSL learners’ writing 句法复杂性与二语汉语熟练程度：马来西亚CSL学习者写作分析

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2025-09-24 DOI: 10.1016/j.jslw.2025.101242

Zhouye Zhu, Wenxin Xiong

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Embracing Global Englishes approach to teaching multilingual writing via EIL-aware Teacher Education 采用全球英语的方法，通过eil意识教师教育教授多语言写作

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2025-09-24 DOI: 10.1016/j.jslw.2025.101244

Roby Marlina

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A cross-linguistic perspective on the relationship between syntactic complexity and Chinese L2 writing quality 句法复杂性与汉语第二语言写作质量关系的跨语言视角

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2025-09-09 DOI: 10.1016/j.jslw.2025.101241

Yuxin Hao , Sijia Guo , Shuai Bin , Haitao Liu

{"title":"A cross-linguistic perspective on the relationship between syntactic complexity and Chinese L2 writing quality","authors":"Yuxin Hao , Sijia Guo , Shuai Bin , Haitao Liu","doi":"10.1016/j.jslw.2025.101241","DOIUrl":"10.1016/j.jslw.2025.101241","url":null,"abstract":"<div><div>Existing studies have shown that when learners with different L1s learn the L2, their L2 syntactic complexity will show different differences due to the influence of different L1s. However, previous research mainly stays at the macro level of L1 as an influencing factor. In addition, no research has discussed the impact of L1 on the relationship between SC and L2 writing quality. Through a linear mixed-effects model, our study examined whether large-grained and fine-grained indicators predict the quality of learners' Chinese L2 writing differently depending on the learners' L1s. The study found that: (1) The whole model of large-grained indicators explained 51.96 % of the variance (fixed effects: 39.17 %; random effects: 12.65 %). The relationship between the mean length of sentence, mean length of clause, mean length of T-unit, clauses per sentence, T-units per sentence, and dependency distance indicators and scores was moderated by L1s. (2) The whole model of fine-grained indicators explained 59.6 % of the variance (fixed effects: 53.9 %; random effects: 5.4 %). The ratio of subject-verb, adverbial, and coordinate were moderated by the L1 and showed differences between groups. We found that even those indicators that are common across languages may show different effects when predicting scores due to different L1s (subject-verb, adverbial).</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"70 ","pages":"Article 101241"},"PeriodicalIF":4.5,"publicationDate":"2025-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145027799","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}

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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 4.5 1区文学

Journal of Second Language Writing Pub Date : 2025-09-01 DOI: 10.1016/j.jslw.2025.101236

Colleen Brice , Carolina Pelaez-Morales

引用次数: 0

Effects of extracurricular academic reading on syntactic development in L2 abstract writing 课外学术阅读对二语抽象写作句法发展的影响

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2025-09-01 DOI: 10.1016/j.jslw.2025.101240

Xiaoyi Bi, Zewen Wang

{"title":"Effects of extracurricular academic reading on syntactic development in L2 abstract writing","authors":"Xiaoyi Bi, Zewen Wang","doi":"10.1016/j.jslw.2025.101240","DOIUrl":"10.1016/j.jslw.2025.101240","url":null,"abstract":"<div><div>This study investigates how and to what extent extracurricular academic reading (AR) enhances the syntactic complexity (SC) of graduate students’ abstract writing. Through a semester-long AR programme, we collected and analysed research article abstracts written by 30 s-year graduate students majoring in English literature, compared with another 30 English literature students who did not participate in the AR programme. By using a combined set of large- and fine-grained SC indices, the results showed the AR group exhibited significantly greater development of SC than the comparison group. It was found that AR students produced longer sentences, and used more subordination, complex nominals, verb phrases, nominal clauses, initial adverbial participle clauses, finite relative clauses, and multiple prepositional phrases after AR programme. In contrast, the comparison group showed growth only in the holistic length of sentence, the usage of coordination phrases and multiple-word sequences as pre-modifiers. The findings suggest that AR programme contributes to the SC development of AR students, who gained a deeper understanding of the abstract genre and its rhetorical structure. This study also provides new insights and pedagogical implications for L2 academic writing instruction.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"69 ","pages":"Article 101240"},"PeriodicalIF":4.5,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144920239","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