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 : 2025-01-18 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

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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

Education lecturers’ expectations about writing proficiency: Insights from corpus analysis of teacher feedback on academic writing

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2024-12-14 DOI: 10.1016/j.jslw.2024.101173

Huahui Zhao, Thi Ngoc Yen Dang, Natalie Finlayson

{"title":"Education lecturers’ expectations about writing proficiency: Insights from corpus analysis of teacher feedback on academic writing","authors":"Huahui Zhao, Thi Ngoc Yen Dang, Natalie Finlayson","doi":"10.1016/j.jslw.2024.101173","DOIUrl":"10.1016/j.jslw.2024.101173","url":null,"abstract":"<div><div>Understanding disciplinary lecturers’ expectations about writing proficiency is essential for instruction on Writing for Academic Purposes (WAP) that prepares university students for their written assessment in disciplinary studies. However, few studies have systematically analysed disciplinary lecturers’ feedback on academic writing to reveal their expectations about proficient disciplinary writing. This makes WAP instruction potentially disjointed with disciplinary writing and consequently, students could be ill-prepared for their writing performance in disciplinary assessment. To reveal disciplinary lecturers’ expectations about writing proficiency, this study developed and analysed a 104,765-word corpus of feedback provided by 41 education lecturers on 230 assignments, submitted by international postgraduates who speak English as a second/foreign language (L2). Subsequent regression analyses uncovered how various facets of writing proficiency related to coursework marks. The results showed that Education lecturers commented on a wide spectrum of elements of writing proficiency. Style, coherence, vocabulary, and effective communication were predictors that made unique and significant contributions to the overall quality of assignments. Concordance analyses revealed lecturers’ perspectives on what constitutes writing proficiency and how each component should be manifested in postgraduate disciplinary writing. The paper concludes with important implications for the development and assessment of L2 writing proficiency in Education or related fields.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"67 ","pages":"Article 101173"},"PeriodicalIF":5.0,"publicationDate":"2024-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143140677","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 : 2024-12-12 DOI: 10.1016/j.jslw.2024.101172

Xiaojuan Gao

引用次数: 0

Steering toward situational propensity/shi 势: A multicase study of planning and developing EFL writing centres in China 情境倾向导向：中国英语写作中心规划与发展的多案例研究

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2024-12-01 DOI: 10.1016/j.jslw.2024.101158

Chang Liu , Yebing Zhao , Jing Zhang

{"title":"Steering toward situational propensity/shi 势: A multicase study of planning and developing EFL writing centres in China","authors":"Chang Liu , Yebing Zhao , Jing Zhang","doi":"10.1016/j.jslw.2024.101158","DOIUrl":"10.1016/j.jslw.2024.101158","url":null,"abstract":"<div><div>Compared with the abundant scholarship on tutor-student interactions during writing centre tutorials, little research has investigated the planning and development of English as a Foreign Language (EFL) writing centres with consideration of specific sociopolitical contexts. From the perspective of academic language policy and planning (ALPP), this study compared the planning and the (failure of) sustainable development of three Chinese writing centres—two thriving ones and a closed one—through the lens of agency and by drawing on an indigenous Chinese notion of <em>shi</em> (势, situational propensity). With a <em>shi</em>-inflected agency framework, we analysed interview and document data from three groups of actors: writing centre directors, tutors, and tutees. Our findings uncovered intriguing insights into <em>shi</em>-inflected agency in planning and developing EFL writing centres: two operational strategies were identified for writing centre ALPP (noting and following <em>shi</em>, and creating <em>shi</em>), highlighting the importance of (1) aligning with macro-level <em>shi</em> and integrating it with meso- and micro-level <em>shi</em>, and (2) managing <em>yin</em>-<em>yang</em> alternations to transform constraints into affordances. Implications are duly provided for international writing centres and L2 writing support practitioners in EFL contexts across the globe.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"66 ","pages":"Article 101158"},"PeriodicalIF":5.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142745919","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

AI or student writing? Analyzing the situational and linguistic characteristics of undergraduate student writing and AI-generated assignments 人工智能还是学生写作？分析大学生写作和人工智能作业的情境和语言特征

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2024-12-01 DOI: 10.1016/j.jslw.2024.101160

Larissa Goulart , Marine Laísa Matte , Alanna Mendoza , Lee Alvarado , Ingrid Veloso

{"title":"AI or student writing? Analyzing the situational and linguistic characteristics of undergraduate student writing and AI-generated assignments","authors":"Larissa Goulart , Marine Laísa Matte , Alanna Mendoza , Lee Alvarado , Ingrid Veloso","doi":"10.1016/j.jslw.2024.101160","DOIUrl":"10.1016/j.jslw.2024.101160","url":null,"abstract":"<div><div>Since the release of OpenAI’s ChatGPT, universities have faced the issue of whether there is still a place for written assignments in higher education. ChatGPT's capacity to mimic various written forms raises questions about the necessity of traditional assessments. Given this background, this study explores to what extent AI-generated assignments can replicate the situational and linguistic features of student-authored assignments. Using a corpus of undergraduate assignments from an English as a Foreign Language (EFL) context, we compare student responses with ChatGPT's outputs. Employing a register approach, we analyze the situational and linguistic characteristics of texts across three different registers—essays, critiques, and personal narratives. Our methodology follows Biber and Conrad’s (2019) framework, encompassing situational analysis, linguistic analysis, and functional interpretation. The findings aim to inform writing instructors and EFL teachers about the strengths and limitations of AI tools, enhancing their ability to guide students in integrating these technologies into their writing processes.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"66 ","pages":"Article 101160"},"PeriodicalIF":5.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142757539","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

Exploring EFL learners’ engagement and draft quality in a multi-stage expository writing task using model texts as a feedback facilitator: A mixed-methods study 用模型文本作为反馈促进器探讨英语学习者在多阶段说明文写作任务中的参与度和草稿质量：一项混合方法的研究

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2024-12-01 DOI: 10.1016/j.jslw.2024.101161

Long Quoc Nguyen , Duy Van Vu

{"title":"Exploring EFL learners’ engagement and draft quality in a multi-stage expository writing task using model texts as a feedback facilitator: A mixed-methods study","authors":"Long Quoc Nguyen , Duy Van Vu","doi":"10.1016/j.jslw.2024.101161","DOIUrl":"10.1016/j.jslw.2024.101161","url":null,"abstract":"<div><div>To enhance EFL learners’ engagement and writing, model texts as a feedback instrument (MTFI) have been used for the past two decades. This approach includes three primary stages: i) initial written output, ii) comparison of the output and model texts, and iii) rewriting of original drafts. However, the multidimensional nature of learners’ engagement and its relationship with text quality remain underexplored, particularly in expository writing. This study addresses these gaps by examining how learners engaged with MTFI emotionally, cognitively, and behaviorally, and how this engagement correlates with text quality. Sixty-eight Vietnamese EFL undergraduates were divided into a control group (CG, <em>N</em> = 33) and an experimental group (EG, <em>N</em> = 35). The EG participated in all three stages, while the CG did not partake in stage two. Data included note-taking sheets, written texts, follow-up questionnaires, and semi-structured interviews. Results showed that learners had a favorable attitude towards MTFI and displayed higher levels of cognitive and behavioral engagement with content-related and organizational features compared to lexical and grammatical aspects. Moreover, although both groups exhibited similar quality in the first drafts, the EG outperformed the CG in the rewritten compositions. Additionally, model-text awareness, a dimension of cognitive engagement, was moderately associated with learners’ overall text quality.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"66 ","pages":"Article 101161"},"PeriodicalIF":5.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142745713","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

Incorporating digital multimodal composition in content teaching: A multimodal analysis of students’ legal popularization videos 数字化多模态构图在内容教学中的应用——学生普法视频的多模态分析

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2024-12-01 DOI: 10.1016/j.jslw.2024.101163

Sichen Xia

{"title":"Incorporating digital multimodal composition in content teaching: A multimodal analysis of students’ legal popularization videos","authors":"Sichen Xia","doi":"10.1016/j.jslw.2024.101163","DOIUrl":"10.1016/j.jslw.2024.101163","url":null,"abstract":"<div><div>Digital multimodal composition (DMC), which involves the use of multiple semiotic resources, has been extensively researched in language education. However, limited research has been conducted on the integration of DMC in content-based instruction. This study aims to fill this research gap by examining the use of DMC in an introductory legal studies course and discussing its potential benefits for content teaching. Five student-generated legal popularization videos, which explain concepts in English company law, were collected. Drawing upon Hafner’s (2015) framework for remix practices in multimodal composition, these videos were analyzed using a software-assisted systemic functional approach to multimodal discourse analysis. This approach is based on the principles that multimodal semiotic resources are combined to create intended meanings and that the choice of resources is socially negotiated. Findings from the multimodal discourse analysis of the DMC product were triangulated with students’ reflective essays to understand the motivations behind their semiotic choices. The analysis reveals that students consciously appropriate various generic, (sub)cultural, and semiotic resources as well as multimodal artefacts when explaining legal knowledge to an indefinite audience. The videos demonstrate that DMC allows learners to critically reconsider the meaning and practical aspects of legal concepts while recontextualizing technical legal knowledge for a general audience.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"66 ","pages":"Article 101163"},"PeriodicalIF":5.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142745962","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