Journal of Second Language Writing最新文献

Taking stock of metacognitive strategies and collaborative writing for EFL learners’ writing development 元认知策略与协作写作对英语学习者写作发展的影响

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-05-16 DOI: 10.1016/j.jslw.2025.101211

Kaixuan Wang , Lawrence Jun Zhang , Maria Cooper

{"title":"Taking stock of metacognitive strategies and collaborative writing for EFL learners’ writing development","authors":"Kaixuan Wang , Lawrence Jun Zhang , Maria Cooper","doi":"10.1016/j.jslw.2025.101211","DOIUrl":"10.1016/j.jslw.2025.101211","url":null,"abstract":"<div><div>It is well-documented that metacognitive instruction is significant in helping L2 learners generate written texts (<span><span>Wenden, 1998</span></span>; <span><span>Xu, 2023</span></span>). However, little is known about how metacognitive instruction in conjunction with collaborative writing interventions would contribute to learners’ individual writing development. To fill the research gap, we recruited 62 Chinese EFL learners from two classes, who were randomly allocated to either an experimental group or a control group. The experimental group received metacognitive instruction for collaborative writing before engaging in collaborative writing interventions, while the control group received normal instructions. Improvement in writing performance was gauged through three essay writing tasks sourced from the IELTS writing test bank, measuring performance across dimensions including content, organisation, vocabulary, language use, mechanics, and overall scores. Results indicated that the combination of metacognitive instruction and collaborative writing significantly enhanced participants’ individual writing scores. This study provides empirical support for the effectiveness of incorporating metacognitive instruction with collaborative writing, emphasising its positive impact on writing development and the promotion of learner self-regulation.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"68 ","pages":"Article 101211"},"PeriodicalIF":5.0,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144069453","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

Impacts of independent language skills and writing strategies on integrated writing performance of Chinese secondary EFL students 独立语言技能和写作策略对中国中学生综合写作成绩的影响

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-05-09 DOI: 10.1016/j.jslw.2025.101209

Ying Xu, Meijuan Zeng, Mengjia Huang

{"title":"Impacts of independent language skills and writing strategies on integrated writing performance of Chinese secondary EFL students","authors":"Ying Xu, Meijuan Zeng, Mengjia Huang","doi":"10.1016/j.jslw.2025.101209","DOIUrl":"10.1016/j.jslw.2025.101209","url":null,"abstract":"<div><div>This study aims to explore the mechanism by which independent language skills and writing strategies impact the integrated writing (IW) performance of Chinese secondary English as a Foreign Language (EFL) students. Focusing on the story continuation writing task (SCWT) from the National Matriculation English Test (NMET) in China, we gathered data from 219 eleventh-grade students, including their performances on an independent reading test, an independent writing task, an SCWT, responses to a writing strategy questionnaire, and interviews with six students. The results indicated that the connecting and evaluating strategies significantly correlated with IW performance. Independent reading and writing skills together accounted for 29.90 % of the variance in IW scores, suggesting that IW skill is not just a sum of independent language skills. This finding was supported by interview data. Notably, independent writing skill was found to be more influential than independent reading skill in IW. Path analysis demonstrated that independent writing skill has a direct positive effect on IW performance, with the connecting strategy mediating the impact of both independent language skills. Implications of these findings for the conceptual understanding of and pedagogical approaches to IW are discussed.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"68 ","pages":"Article 101209"},"PeriodicalIF":5.0,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143928290","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

Charting L2 argumentative writing: A systematic review 图表L2议论文写作：系统回顾

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-05-09 DOI: 10.1016/j.jslw.2025.101208

Mohammad Amini Farsani , Paul Stapleton , Hamid R. Jamali

{"title":"Charting L2 argumentative writing: A systematic review","authors":"Mohammad Amini Farsani , Paul Stapleton , Hamid R. Jamali","doi":"10.1016/j.jslw.2025.101208","DOIUrl":"10.1016/j.jslw.2025.101208","url":null,"abstract":"<div><div>Instilling in students the ability to argue effectively is one of the most important responsibilities of educators at any level. This may be why so much focus is put on the quality of reasoning in schools and universities both in L1 and L2 contexts, especially when arguments appear in written form. Research conducted on L2 written argumentation has covered myriad aspects in educational contexts which calls for the need to provide a big picture view of the types of studies conducted and their associated scholars. Accordingly, in the present study, we reviewed 108 articles on L2 argumentative writing research from 2003 to 2023 adopting a synthetic approach to investigate the impact of theoretical orientations, research methodology, and the main topics of interest. The findings revealed L2 written argumentation has gathered global interest across all educational levels. Primary topic focuses were on language usage, pedagogy, and assessment, while there was less interest in the actual quality of the argumentative content. The most frequently used theoretical frameworks were theories related to modified Toulmin models, cognition, society and culture (i.e., sociocultural theory), linguistic complexity, and genre. Research methodologies were mostly quantitative. Implications and recommendations for those working on L2 argumentative writing are discussed.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"68 ","pages":"Article 101208"},"PeriodicalIF":5.0,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143928289","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

Teachers’ conceptualizations of digital multimodal composing in L2 writing 教师对二语写作中数字多模态写作的概念

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-05-02 DOI: 10.1016/j.jslw.2025.101210

Zhenhao Cao , Zhicheng Mao

{"title":"Teachers’ conceptualizations of digital multimodal composing in L2 writing","authors":"Zhenhao Cao , Zhicheng Mao","doi":"10.1016/j.jslw.2025.101210","DOIUrl":"10.1016/j.jslw.2025.101210","url":null,"abstract":"<div><div>While previous research has examined the effectiveness of digital multimodal composing (DMC) in second language (L2) writing and teachers’ perceptions or attitudes towards it, the ways in which teachers conceptualize DMC (i.e., teachers’ conceptual beliefs and ideas of DMC) remain underexplored. An in-depth investigation of these conceptualizations is crucial, as they provide valuable insights into the underlying cognitive frameworks that influence teachers’ understandings and pedagogical decisions regarding DMC. This study examines the metaphorical conceptualizations of DMC among 20 EFL writing teachers at Chinese universities, utilizing data gathered through multimodal visualization reflections, verbal reports, and semi-structured interviews. The analysis revealed 20 metaphors categorized into four metaphorical categories: DMC as an evolution, DMC as a system, DMC as a source of uncertainty, and DMC as an addition to traditional writing pedagogy. Our findings illuminate the complexity and important role of teachers’ conceptualizations of DMC, highlighting various individual and contextual factors that may shape these conceptualizations. The current study contributes to the existing scholarship by probing into teachers’ conceptual beliefs and ideas of DMC in L2 writing, offering valuable implications for writing teacher education and future DMC research.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"68 ","pages":"Article 101210"},"PeriodicalIF":5.0,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143900134","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

Testing crowdsourcing as a means of recruitment for the comparative judgement of L2 argumentative essays 测试众包作为第二语言议论文比较判断的招募手段

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-04-28 DOI: 10.1016/j.jslw.2025.101207

Peter Thwaites , Magali Paquot

{"title":"Testing crowdsourcing as a means of recruitment for the comparative judgement of L2 argumentative essays","authors":"Peter Thwaites , Magali Paquot","doi":"10.1016/j.jslw.2025.101207","DOIUrl":"10.1016/j.jslw.2025.101207","url":null,"abstract":"<div><div>Comparative judgement (CJ) is an assessment method in which a large number of pairwise comparisons between learner productions are used to generate scales ranking each item from strongest to weakest. Recent research has suggested that combining CJ with various approaches to judge recruitment, including community-driven and crowdsourcing methods, holds promise as a method of assessing L2 writing, especially for research purposes. However, the majority of studies to date have tested CJ only using relatively simple, easily evaluated sets of texts. There remains insufficient evidence of the method’s potential for assessing more complex texts, particularly when the comparisons are being conducted by crowdsourced assessors. This study seeks to address this problem by testing the reliability and validity of a crowdsourced form of CJ for the assessment of texts which are longer, more topically diverse, and more homogeneous in proficiency than those used in earlier studies. The results suggest that CJ can be conducted with crowdsourced judges to generate reliable assessments of L2 writing, and provide initial evidence of concurrent validity. However, there are drawbacks in terms of efficiency.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"68 ","pages":"Article 101207"},"PeriodicalIF":5.0,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143878582","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

Verbal diversity within constructions as a predictor of L2 writing proficiency 结构中的言语多样性对二语写作能力的预测作用

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-04-23 DOI: 10.1016/j.jslw.2025.101205

Xiaopeng Zhang , Xiaofeng Yang

引用次数: 0

Multi-dimensional analysis of Japanese native speakers’ L2 Chinese writing 日本人第二语言汉语写作的多维分析

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-04-21 DOI: 10.1016/j.jslw.2025.101204

Qin Xu , Tomoji Tabata , Yu Zhu

{"title":"Multi-dimensional analysis of Japanese native speakers’ L2 Chinese writing","authors":"Qin Xu , Tomoji Tabata , Yu Zhu","doi":"10.1016/j.jslw.2025.101204","DOIUrl":"10.1016/j.jslw.2025.101204","url":null,"abstract":"<div><div>Using corpus-based multi-dimensional analysis (MDA), this study investigated the linguistic variation in Chinese narrative and argumentative writing produced by native Chinese speakers (L1) and native Japanese students learning Chinese as a second language (L2). Results of exploratory factor analysis indicated three functional dimensions: (1) verb-centered narrative discourse versus noun-centered abstract informative discourse, (2) richness of lexical output, and (3) adverbial modification. Post hoc multiple comparison results of analyses of variance revealed that Chinese narrative and argumentative styles of writing show significant stylistic differences in Dimensions 1 and 2. Specifically, Chinese narrative writing shows a verb-centered narrative style, whereas argumentative writing employs an overall noun-centered abstract information style, and the vocabulary richness of the former style was significantly lower than that of the latter. The following significant differences were observed between L1 and L2 writing: (1) in Chinese narrative writing, L2 students were significantly weaker than L1 speakers in verb-centered narrative style, vocabulary richness, and adverbial modification, and (2) in argumentative writing, L2 students were significantly weaker than L1 speakers in vocabulary richness. Overall, this study successfully applies MDA to L2 Chinese writing across registers, confirming that MDA can provide insights into L2 Chinese writing.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"68 ","pages":"Article 101204"},"PeriodicalIF":5.0,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143855000","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 5 1区文学

Journal of Second Language Writing Pub Date : 2025-04-15 DOI: 10.1016/j.jslw.2025.101206

Chenze Wu , Albert W. Li

引用次数: 0

University students’ engagement with generative AI-supported automated writing evaluation (AWE) feedback 大学生参与生成人工智能支持的自动写作评估（AWE）反馈

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-04-14 DOI: 10.1016/j.jslw.2025.101203

Steven Yeung

{"title":"University students’ engagement with generative AI-supported automated writing evaluation (AWE) feedback","authors":"Steven Yeung","doi":"10.1016/j.jslw.2025.101203","DOIUrl":"10.1016/j.jslw.2025.101203","url":null,"abstract":"<div><div>Studies have shown that engagement with automated writing evaluation (AWE) feedback can have a positive impact on writing development. With the emergence of generative AI (GAI), there is potential to improve AWE feedback and its reception by writers, calling for research on how writers work with GAI-supported AWE feedback. This study therefore aims to examine students’ behavioural, cognitive and affective engagement with such feedback through a GAI-powered AWE platform, <em>Learnalytics</em>. A qualitative, multiple-case study approach was adopted. Four undergraduate engineering students with diverse backgrounds and varying levels of writing proficiency at a university in Hong Kong were invited to use <em>Learnalytics</em> to complete and revise their drafts of a research report for capstone project courses. Data were collected through student drafts, computer screen recordings, stimulated recall sessions and semi-structured interviews, and were analysed qualitatively. Findings reveal how forms and levels of engagement were mediated by individual differences and various aspects of participants’ writing process, experience and considerations. This study contributes to the growing body of research into the intersection of GAI and L2 writing. (174 words)</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"68 ","pages":"Article 101203"},"PeriodicalIF":5.0,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143830363","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 effects of incorporating mindset intervention in L2 English writing on Chinese college EFL students’ learning engagement and writing performance 二语写作融入思维干预对中国大学生英语学习投入和写作表现的影响

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-03-18 DOI: 10.1016/j.jslw.2025.101193

Jun Rong , Yaochen Deng , Dilin Liu

{"title":"The effects of incorporating mindset intervention in L2 English writing on Chinese college EFL students’ learning engagement and writing performance","authors":"Jun Rong , Yaochen Deng , Dilin Liu","doi":"10.1016/j.jslw.2025.101193","DOIUrl":"10.1016/j.jslw.2025.101193","url":null,"abstract":"<div><div>Language mindsets are an emerging research topic in the analysis of EFL learners’ motivation and learning outcome. However, research on incorporating mindset intervention in L2 writing classes is scarce. The current study explores whether employing two specific types of mindset interventions would result in more positive L2 writing mindset, stronger learning engagement, and improved writing performance. To this end, the study implemented a one-semester long quasi-experiment involving 210 EFL students from six intact writing classes at a university in Mainland China. The participating students were assigned to one of three conditions: a) EG1 (experimental group 1, explicit-intervention-only); b) EG2 (experimental group 2, combined-intervention with both explicit and implicit growth mindset interventions); c) CG (control group). The results revealed significant effects of the two intervention conditions on L2 writing mindsets, learning engagement, and writing performance. Furthermore, the EG2 students, who received both explicit and implicit interventions, exhibited higher positive effects in all three dependent variables than students who received only explicit mindset intervention or no intervention although some of the effect sizes of the between-groups measures were medium or small. This study highlights the importance of incorporating mindset interventions in L2 writing classes. Pedagogical and research implications are also discussed.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"68 ","pages":"Article 101193"},"PeriodicalIF":5.0,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143643655","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