Journal of Second Language Writing最新文献

Promoting second language writing autonomy through digital multimodal composing 通过数字多模态写作促进第二语言写作自主

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-06-10 DOI: 10.1016/j.jslw.2025.101225

Lanxuan XIE , Lianjiang JIANG

{"title":"Promoting second language writing autonomy through digital multimodal composing","authors":"Lanxuan XIE , Lianjiang JIANG","doi":"10.1016/j.jslw.2025.101225","DOIUrl":"10.1016/j.jslw.2025.101225","url":null,"abstract":"<div><div>Previous studies have examined students’ autonomous language learning behaviors in digital multimodal composing (DMC). However, whether second language (L2) writing autonomy can be promoted through DMC remains underexplored. This study, conducted at a medical university in China, investigated changes in three second-year medical students’ L2 writing autonomy during a year-long DMC project. L2 writing autonomy is a pivotal factor in the students’ becoming strategic and effective L2 writers with a sense of social responsibility. Data were collected from observation, interviews, reflective journals, and student-authored DMC projects. Changes in the students’ L2 writing autonomy were identified by comparing their L2 writing purposes, feelings, and behaviors before and after the DMC projects. The factors mediating these changes were synthesized through thematic and multimodal analysis. The analysis revealed that the affordances provided by the authentic writing task, collaborative form, and multimodal remixing in DMC promoted the students’ willingness to engage, ability to compose, and freedom to experiment in L2 writing. These factors ultimately shaped changes in three domains of L2 writing autonomy: <em>autonomy as L2 writing learners</em>, <em>autonomy as L2 writing users</em>, and <em>autonomy as L2 writers.</em> The study provides an evidence-based pedagogical model of DMC aimed at promoting students’ L2 writing autonomy.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"69 ","pages":"Article 101225"},"PeriodicalIF":5.0,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144252910","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

Tracking the development in second language writers’ use of academic vocabulary in discipline-specific assignments 追踪第二语言作者在特定学科作业中使用学术词汇的发展

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-06-09 DOI: 10.1016/j.jslw.2025.101217

Thi Ngoc Yen Dang, Huahui Zhao, Natalie Finlayson

{"title":"Tracking the development in second language writers’ use of academic vocabulary in discipline-specific assignments","authors":"Thi Ngoc Yen Dang, Huahui Zhao, Natalie Finlayson","doi":"10.1016/j.jslw.2025.101217","DOIUrl":"10.1016/j.jslw.2025.101217","url":null,"abstract":"<div><div>Few longitudinal studies have examined the development of second language (L2) writers’ use of academic vocabulary in discipline-specific assignments. This study tracked the use of expert vocabulary and proficient novice vocabulary in assignments written by 230 L2 writers across two semesters of postgraduate study in Education and Engineering programs. Gardner and Davies’s (2014) Academic Vocabulary List (AVL) and Malmström et al.’s (2018) Productive Academic Vocabulary List (PAVL) were used to represent each kind of academic vocabulary respectively. Linear mixed-effects model analyses found that Education students used significantly more AVL words in Semester 2 than in Semester 1, but no significant differences were found in the case of Engineering. This indicates that Education students tend to use more expert vocabulary as they progress further in their academic study, but Engineering students did not. Students’ use of proficient novice vocabulary does not appear to change across semesters in either discipline. Analysis of the writing of individual students largely supports the findings of the group analysis, but also revealed that lexical development patterns varied depending on individuals. Together these findings demonstrate the complex nature of vocabulary development.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"69 ","pages":"Article 101217"},"PeriodicalIF":5.0,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144240111","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 task complexity on second language writing processes and products in computer-assisted collaborative writing 计算机辅助协作写作中任务复杂性对第二语言写作过程和成果的影响

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-06-07 DOI: 10.1016/j.jslw.2025.101216

Xin Rong, Andrea Révész

{"title":"The effects of task complexity on second language writing processes and products in computer-assisted collaborative writing","authors":"Xin Rong, Andrea Révész","doi":"10.1016/j.jslw.2025.101216","DOIUrl":"10.1016/j.jslw.2025.101216","url":null,"abstract":"<div><div>In this study, we investigated the extent to which task complexity impacted writing behaviors, associated cognitive activities, and resulting texts of second language (L2) users completing integrated tasks in collaborative writing contexts. The participants were 56 Chinese users of L2 English, with Common European Framework of Reference for Languages (CEFR) B2 and C1 proficiency. They were organized into 28 randomly assigned pairs. Each pair completed two reading-to-write tasks which varied in cognitive complexity. The simple task version required participants to summarize a single text, while the complex task version asked participants to write a summary by integrating information presented in three texts. Participants’ typing behaviors were recorded via keystroke logging software. Eight pairs were invited to stimulated recall interviews after the second task. A series of linear mixed-effects models found that the simple task version elicited higher speed fluency, longer and more frequent pauses, and improved linguistic complexity and functional adequacy. These findings, together with the stimulated recall comments, suggest that the simple task version reduced cognitive burden on text organization, freeing up resources for linguistic encoding.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"69 ","pages":"Article 101216"},"PeriodicalIF":5.0,"publicationDate":"2025-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144240114","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 : 2025-06-05 DOI: 10.1016/j.jslw.2025.101215

Wanyue Peng, Yingli Yang

引用次数: 0

JSLW editorial for June 2025 2025年6月JSLW社论

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-06-01 DOI: 10.1016/j.jslw.2025.101214

YouJin Kim, Stephen Doolan

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June 2025 JSLW annotated bibliography 2025年6月JSLW注释书目

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-06-01 DOI: 10.1016/j.jslw.2025.101213

Lia Plakans, Carol Severino, Xinyue Shui

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Voice in L2 writing in the age of AI 人工智能时代第二语言写作的声音

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-05-27 DOI: 10.1016/j.jslw.2025.101212

Martha Sandstead, Amanda Kibler

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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