Journal of Second Language Writing最新文献_第2页

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-03-12 DOI: 10.1016/j.jslw.2025.101192

Angela Hakim , Danilo Calle, Nergis Danis, Widya Kusumaningrum, Febriana Lestari, Hwee Jean Lim, Inyoung Na, Duong Nguyen

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Influence of a perspective oriented task, executive function, and trait perspective taking on EFL Writing 视角导向任务、执行功能和特质视角对英语写作的影响

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-03-10 DOI: 10.1016/j.jslw.2025.101191

Turgut Coşkun , Nur Yigitoglu Aptoula

{"title":"Influence of a perspective oriented task, executive function, and trait perspective taking on EFL Writing","authors":"Turgut Coşkun , Nur Yigitoglu Aptoula","doi":"10.1016/j.jslw.2025.101191","DOIUrl":"10.1016/j.jslw.2025.101191","url":null,"abstract":"<div><div>This study adopted a cognitive approach and investigated the effect of a writing task on the passages composed by B2-level EFL learners by considering their executive function and trait perspective-taking capabilities. The experimental group was exposed to a perspective-oriented writing task. Most importantly, they were asked to read three short messages shared by their audience, then take their perspective and write down whatever came to their minds. A perspective-neutral control group was also asked to read the messages but was not encouraged to take the audience's perspective. They were just asked to write down whatever came to their minds. Then, both groups tried to write a convincing passage and completed four executive function tasks and a trait perspective-taking scale. The results revealed that exposing B2-level EFL learners to a perspective-oriented task increased the overall writing quality of the participants if they have high executive function or trait perspective-taking capabilities. These findings confirm the importance of a task for directing and managing cognitive resources and show the executive function's central role and trait perspective-taking’s importance in writing. The tasks that encourage employing these individual resources may enrich the instructor toolboxes.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"68 ","pages":"Article 101191"},"PeriodicalIF":5.0,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143580840","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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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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March 2025 JSLW Annotated Bibliography 2025年3月JSLW注释书目

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-03-01 DOI: 10.1016/j.jslw.2025.101188

Carol Severino, Lia Plakans, Wenqi Zheng, Xinyue Shui

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Using AI-text generated mentor texts for genre-based pedagogy in second language writing 在第二语言写作中使用人工智能文本生成的指导文本进行体裁教学法

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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JSLW editorial for March 2025 2025年3月JSLW社论

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-03-01 DOI: 10.1016/j.jslw.2025.101190

YouJin Kim, Stephen Doolan

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Collaborative writing based on generative AI models: Revision and deliberation processes in German as a foreign language 基于生成人工智能模型的协作写作：德语作为外语的修订和审议过程

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-03-01 DOI: 10.1016/j.jslw.2025.101185

Marije Michel , Iryna Bazhutkina , Niklas Abel , Carola Strobl

{"title":"Collaborative writing based on generative AI models: Revision and deliberation processes in German as a foreign language","authors":"Marije Michel , Iryna Bazhutkina , Niklas Abel , Carola Strobl","doi":"10.1016/j.jslw.2025.101185","DOIUrl":"10.1016/j.jslw.2025.101185","url":null,"abstract":"<div><div>The introduction of generative AI (GenAI, e.g., ChatGPT) has transformed second language (L2) writing practices. Writers need to learn how to critically employ the tools’ affordances to maximise their learning and L2 instructors face the challenge of guiding students through these novel contexts (cf. Sasaki, 2023). Also collaborative writing (CW) interventions have to find ways how to include GenAI as another technology that impacts the effectiveness of CW as an instructional L2 writing tool (cf. Storch, 2022; Su et al., 2023). In this study, we present an in-depth analysis of how GenAI influences revision and deliberation processes during CW within four writing pairs (N = 8; aged 18–23) engaging in a classroom-based intervention that tasked them to compare their own writing with GenAI models. We analysed screen recordings of evolving revision behaviours, changes in text quality as well as joint discussions among pairs. Complementing Strobl, Menke-Bazhutkina, Abel, and Michel (2024), the current paper (i) relates writers’ revision behaviour to text quality evaluated for functional adequacy (Kuiken & Vedder, 2017); and (ii) presents a fine-grained review of dialogues to identify patterns of CW revisions in interaction with GenAI models. Findings shed new light on CW models (Storch, 2009) in the digital era where GenAI is implemented in L2 writing and revision instruction.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"67 ","pages":"Article 101185"},"PeriodicalIF":5.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143563572","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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Exploring complexity at the lexis-grammar interface: Diversity and sophistication of verb-argument structures in L2 Dutch writing 探索词汇-语法界面的复杂性：二语荷兰语写作中动词-论点结构的多样性和复杂性

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}

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Investigating L2 writers' critical AI literacy in AI-assisted writing: An APSE model 研究第二语言作者在人工智能辅助写作中的关键人工智能素养：一个APSE模型

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 在生成人工智能介导的第二语言写作中对关键数字素养的需求

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}

引用次数: 0