Journal of Second Language Writing最新文献_第10页

IF 6.1 1区文学

Journal of Second Language Writing Pub Date : 2023-06-01 DOI: 10.1016/j.jslw.2023.101001

Angela Hakim

引用次数: 2

Voices from L2 learners across different languages: Development and validation of a student writing assessment literacy scale 来自不同语言的第二语言学习者的声音:学生写作评估读写能力量表的开发与验证

IF 6.1 1区文学

Journal of Second Language Writing Pub Date : 2023-06-01 DOI: 10.1016/j.jslw.2023.100993

Jian Xu , Yao Zheng , Heather Braund

引用次数: 1

IF 6.1 1区文学

Journal of Second Language Writing Pub Date : 2023-06-01 DOI: 10.1016/j.jslw.2023.100966

Jennifer Shade Wilson

引用次数: 0

Understanding the impact of teacher feedback on EFL students’ use of self-regulated writing strategies 了解教师反馈对英语学生使用自我调节写作策略的影响

IF 6.1 1区文学

Journal of Second Language Writing Pub Date : 2023-06-01 DOI: 10.1016/j.jslw.2023.101015

Li (Francoise) Yang , Lawrence Jun Zhang , Helen R. Dixon

{"title":"Understanding the impact of teacher feedback on EFL students’ use of self-regulated writing strategies","authors":"Li (Francoise) Yang , Lawrence Jun Zhang , Helen R. Dixon","doi":"10.1016/j.jslw.2023.101015","DOIUrl":"10.1016/j.jslw.2023.101015","url":null,"abstract":"<div><p>Drawing on Hattie and Timperley’s (2007) feedback model, the current study explored how feedback at the process and self-regulation levels impacted the development of EFL learners’ self-regulated writing strategies. Data were collected using semi-structured interviews and artefacts from nine participants in a Chinese university writing classroom. Data analysis revealed that students increased their goal-oriented planning for the writing task and the monitoring of their learning process in metacognitive learning activities. Changes in cognitive writing strategies for the enhancement of strategic text processing were apparent, as well as the development and use of strategies for processing learning resources. While students heightened their interest in the multiple-draft practice, developed self-reinforcement in motivational regulation strategies, and became more proactive in feedback inquiry, they remained less active in peer learning. The findings suggest that process and self-regulatory oriented feedback can facilitate EFL writers to develop and deploy self-regulated writing strategies. A number of theoretical and pedagogical implications are offered based on the findings of the study.</p></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":null,"pages":null},"PeriodicalIF":6.1,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48749769","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: 2

CLA and translingualism: A (literal) scholarly conversation CLA与跨语言主义：一场（字面意义上的）学术对话

IF 6.1 1区文学

Journal of Second Language Writing Pub Date : 2023-06-01 DOI: 10.1016/j.jslw.2023.100996

Qianqian Zhang-Wu , Zhaozhe Wang , Shawna Shapiro

引用次数: 0

Introduction to the special issue: Critical Language Awareness (CLA) as a lens for looking backward, outward, and forward in Second Language Writing 特刊简介：批判性语言意识（CLA）作为第二语言写作中向后、向外和向前看的镜头

IF 6.1 1区文学

Journal of Second Language Writing Pub Date : 2023-06-01 DOI: 10.1016/j.jslw.2023.101004

Shawna Shapiro , Rebecca Lorimer Leonard

引用次数: 2

Using CLA pedagogy to examine an asynchronous supplemental English for academic writing program: Curriculum design and pilot results 应用CLA教学法检验学术写作异步补充英语课程：课程设计和试点结果

IF 6.1 1区文学

Journal of Second Language Writing Pub Date : 2023-06-01 DOI: 10.1016/j.jslw.2023.101020

Phuong M. Tran , Sheila Batacharya

{"title":"Using CLA pedagogy to examine an asynchronous supplemental English for academic writing program: Curriculum design and pilot results","authors":"Phuong M. Tran , Sheila Batacharya","doi":"10.1016/j.jslw.2023.101020","DOIUrl":"10.1016/j.jslw.2023.101020","url":null,"abstract":"<div><p>This manuscript features the curriculum design and pilot results of Professional English Language Skills (PELS), an asynchronous non-credit supplemental English for Academic Writing Program at the University of Toronto Mississauga. Affiliated with academic courses as supplementary literacy instruction, PELS pursues a dual pedagogical goal to support the academic, linguistic, and cultural needs of diverse students on campus and actualize institutional initiatives of Equity, Diversity, and Inclusion (EDI). To assess PELS’ effectiveness, we adopted a Critical Language Awareness framework (Shapiro, 2022) to analyze students’ course survey responses and written reflections and trace their engagement with interventions on language awareness (LA) and critical language awareness (CLA) development. Findings suggest that students develop LA and CLA simultaneously at varying degrees. Written reflections reveal that students understand the institutionalization of standard English and the benefits of using academic writing conventions to write more effectively; however, they also recognize the legitimacy and cultural values of other English varieties. Linguistically and socioculturally diverse student groups demonstrate distinct aspects of CLA correspondent to their linguistic and cultural backgrounds. Overall, English as an Additional Language (EAL) and non-EAL students value the exposure to linguistic diversity and cross-cultural interactions which educate them about sociolinguistics and EDI. These findings reflect “a dual commitment to pragmatism and progressivism” in language teaching in PELS’ curricular design (Shapiro, 2022).</p></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":null,"pages":null},"PeriodicalIF":6.1,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41721075","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 6.1 1区文学

Journal of Second Language Writing Pub Date : 2023-06-01 DOI: 10.1016/j.jslw.2023.101012

Emily Di Zhang , Shulin Yu

引用次数: 0

Grasping the effects of storyline complexity, task structure and proficiency in narrative writing performance 掌握故事情节复杂性、任务结构和熟练程度对叙事写作表现的影响

IF 6.1 1区文学

Journal of Second Language Writing Pub Date : 2023-06-01 DOI: 10.1016/j.jslw.2023.100986

Laura Sánchez, Malin Sunesson

{"title":"Grasping the effects of storyline complexity, task structure and proficiency in narrative writing performance","authors":"Laura Sánchez, Malin Sunesson","doi":"10.1016/j.jslw.2023.100986","DOIUrl":"10.1016/j.jslw.2023.100986","url":null,"abstract":"<div><p>Task complexity has attracted the attention of researchers interested in syllabus design and language pedagogy since the eighties. A scarcely investigated feature is storyline complexity, and its effects on complexity, accuracy and fluency (CAF) in narrative writing. This study examines the effects of storyline complexity in the narratives of 60 low to upper-intermediate Swedish secondary school learners of Spanish as a foreign language. Furthermore, the study addresses the role of proficiency in mediating these effects, as it sets out to ascertain whether storyline complexity affects different dimensions of CAF performance to the same extent at different proficiency levels. To elicit data, two narrative tasks were used. Both of them had a loose structure but differed in their storyline complexity, with the simple task having a single storyline and the complex task a dual storyline. In turn, to assess the learners’ proficiency level, a multiple-choice test was employed. The study used a between-subjects design, and the statistical treatment relied on a two-way analysis of variance (2 storyline complexity conditions x 2 proficiency levels). Complexity and fluency turned out to be higher in the complex condition irrespective of proficiency, whereas mixed results were found for accuracy at different proficiency levels.</p></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":null,"pages":null},"PeriodicalIF":6.1,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47179808","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: 2

Using critical language awareness pedagogy to leverage home languages in multilingual South Africa 使用批判性语言意识教学法在多语种南非利用母语

IF 6.1 1区文学

Journal of Second Language Writing Pub Date : 2023-06-01 DOI: 10.1016/j.jslw.2023.101000

Verbra Frances Pfeiffer

引用次数: 2