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

The need for critical digital literacies in generative AI-mediated L2 writing

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

An analysis of the impact of the L1 on bilinguals' writing competence

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-01-31 DOI: 10.1016/j.jslw.2025.101182

Paula Elosua, David Lasagabaster

{"title":"An analysis of the impact of the L1 on bilinguals' writing competence","authors":"Paula Elosua, David Lasagabaster","doi":"10.1016/j.jslw.2025.101182","DOIUrl":"10.1016/j.jslw.2025.101182","url":null,"abstract":"<div><div>The research fields of second language acquisition in general and L2 writing in particular have been dominated by studies in which English is the language under scrutiny. However, many different researchers have claimed that it is high time to consider languages other than English (LOTEs), since multilingualism is the norm rather than the exception all over the world. In particular, minority languages have been largely overlooked in the literature on L2 writing, a research gap that this study intends to fill in. With this objective in mind, this research examines the impact of the participants’ L1 (Basque or Spanish) on their written production. The sample was made up of 9767 participants from the Basque Autonomous community in Spain, who completed a writing test aimed at assessing the C1 level (Common European Framework of Reference for Languages) in Basque in five different points in time. The results revealed differences in writing competence in favour of L1=Basque participants when compared with their L1=Spanish counterparts, especially as far as the criterion of accuracy was concerned. The study concludes by providing insights that will be useful in other international educational contexts in which a minority and a majority language share co-official status.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"67 ","pages":"Article 101182"},"PeriodicalIF":5.0,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097969","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

Secondary school English teachers’ application of artificial intelligence-guided chatbot in the provision of feedback on student writing: An activity theory perspective

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-01-30 DOI: 10.1016/j.jslw.2025.101179

Yuan Yao , Xinhua Zhu , Longhai Xiao , Qi Lu

{"title":"Secondary school English teachers’ application of artificial intelligence-guided chatbot in the provision of feedback on student writing: An activity theory perspective","authors":"Yuan Yao , Xinhua Zhu , Longhai Xiao , Qi Lu","doi":"10.1016/j.jslw.2025.101179","DOIUrl":"10.1016/j.jslw.2025.101179","url":null,"abstract":"<div><div>The integration of artificial intelligence (AI)-guided chatbots as supplementary tools for L2 writing instruction has gained attention, yet uncertainties remain about how teachers incorporate such tools into their feedback practices and what factors influence this process. To address these gaps, this study adopted Activity Theory (AT) as the framework and involved 13 secondary school English teachers from two public secondary schools in southern China. The teachers used Kimi, an AI-guided chatbot, to support their feedback provision on student writing. The results revealed differences in the features of Kimi and teacher feedback (i.e., amount, length, foci, and types), as well as a complementary pattern between Kimi’s feedback and teachers’ self-initiated feedback. Additionally, the study identified the key components of the activity system within the context of AI-supported teacher feedback, including the subject, objectives, mediating artefacts, community, rules, and division of labor. This research provides empirical evidence regarding the facilitative role of AI-guided chatbots in supporting the provision of teacher feedback. The findings underscore the potential synergy between AI and teacher feedback, contributing to the enhancement of L2 writing instruction in secondary education.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"67 ","pages":"Article 101179"},"PeriodicalIF":5.0,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143140679","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

Multilingual learners' digital book composing: Examining circulation of translingual, multimodal resources in an elementary classroom

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-01-28 DOI: 10.1016/j.jslw.2025.101180

Lindsey W. Rowe , Victoria Pennington

{"title":"Multilingual learners' digital book composing: Examining circulation of translingual, multimodal resources in an elementary classroom","authors":"Lindsey W. Rowe , Victoria Pennington","doi":"10.1016/j.jslw.2025.101180","DOIUrl":"10.1016/j.jslw.2025.101180","url":null,"abstract":"<div><div>Multilingual learners (MLs) often attend English-medium schools in the U.S. An important area of research is understanding how teachers can support MLs’ literacy practices, such as translingual composing, in these contexts. This paper draws on theories of translanguaging and multimodality to explore the semiotic choices of second graders as they engaged in digital book composing following instruction that invited translanguaging. Specifically, we ask: 1) What multimodal, translingual resources did students initially deploy when invited to use their full semiotic (including linguistic) resources to compose texts? And 2) How were these semiotic resources used across time, resulting in students’ creation of multimodal, translingual texts? Data come from a qualitative project and include audio/video recordings of instruction and images of student texts. Findings from descriptive and thematic coding illustrate the multiple multimodal, multilingual resources, including text, image, and audio, that students used to compose their eBooks. Findings also show how students created these texts over time through discussion about and use of translingual and multimodal resources. Implications for translanguaging theory and pedagogy are discussed.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"67 ","pages":"Article 101180"},"PeriodicalIF":5.0,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097963","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

Translanguaging with generative AI in EFL writing: Students’ practices and perceptions

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-01-27 DOI: 10.1016/j.jslw.2025.101181

Wanli Yang , Chenming Lin

引用次数: 0

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-01-22 DOI: 10.1016/j.jslw.2025.101177

Hassan Mohebbi , Eunjeong Park

引用次数: 0

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-01-18 DOI: 10.1016/j.jslw.2025.101178

Ziqi Liu , Tsy Yih

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The role of communicative purpose in describing and interpreting lexico-grammatical variation in L2 writing

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-01-17 DOI: 10.1016/j.jslw.2025.101176

Yoo Lae Kim , William J. Crawford , Kim McDonough

引用次数: 0

Text mediation and collaborative meaning-making: Language support for an EAL academic author

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2024-12-19 DOI: 10.1016/j.jslw.2024.101174

Na Luo , Ken Hyland

{"title":"Text mediation and collaborative meaning-making: Language support for an EAL academic author","authors":"Na Luo , Ken Hyland","doi":"10.1016/j.jslw.2024.101174","DOIUrl":"10.1016/j.jslw.2024.101174","url":null,"abstract":"<div><div>Writing for international publication in English poses considerable discursive challenges for EAL (English as an additional language) academics. In non-Anglophone settings, where assistance is limited, many turn to local English teachers at their university for <em>ad hoc</em> language support. However, the impact of these part-time text mediators on specialized texts is uncertain and doubts persist about their capacity to understand and shape meaning beyond language. This case study investigates how a language mediator helped a Chinese hematologist to convey his intended meaning when revising a submission for a medical journal. We show how mediator-author collaboration draws on their respective expertise to shape academic texts. While the mediator’s independent revisions mainly fixed language issues, her interaction with the author effectively addressed deeper structural and rhetorical challenges. Transcripts of conferencing sessions revealed how the mediator’s rhetorical and linguistic strategies complemented the author’s disciplinary knowledge to co-construct meaning and the articulation of complex ideas. By comparing the mediator’s solo efforts with the outcomes of collaborative interaction, we demonstrate how their partnership transformed the manuscript into a publishable text. These findings have important practical implications.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"67 ","pages":"Article 101174"},"PeriodicalIF":5.0,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143140678","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

Second-language writing development of adult immigrants following three study paths reflecting their varying levels of prior education

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2024-12-18 DOI: 10.1016/j.jslw.2024.101175

Anders Agebjörn , Robert Walldén

{"title":"Second-language writing development of adult immigrants following three study paths reflecting their varying levels of prior education","authors":"Anders Agebjörn , Robert Walldén","doi":"10.1016/j.jslw.2024.101175","DOIUrl":"10.1016/j.jslw.2024.101175","url":null,"abstract":"<div><div>Second-language (L2) research, including L2 writing research, typically recruits college or university students. There is an increasing awareness that this sampling bias entails negative consequences both for the generalizability of emerging L2 theories and for the applicability of research findings in heterogeneous L2 classrooms. However, previous research has not systematically investigated the association between adults’ L2 writing development and their prior level of formal education. The present study contributes a concrete portrayal of what that association may look like by investigating a text corpus collected longitudinally from 38 students enrolled in Swedish for Immigrants. The texts were assessed by five experienced L2 teachers using the method of comparative judgement, which ascribes a holistic quality score to each text. The participants follow three study paths that reflect their varying levels of education, and statistical analyses revealed that study path significantly predicted the participants’ writing ability and their rate of writing development. Despite the small sample size and other limitations of the study, those results confirm the importance of treating educational background as a crucial factor in L2 writing research. Implications for curriculum design are discussed, and methodological challenges that further L2 research needs to address are highlighted.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"67 ","pages":"Article 101175"},"PeriodicalIF":5.0,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097972","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