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

Scholarly trends and representations of L2 writers in second language writing: A corpus-assisted discourse study 第二语言作家在第二语言写作中的学术趋势和表现：语料库辅助语篇研究

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2025-09-01 DOI: 10.1016/j.jslw.2025.101239

Qudus Ayinde Adebayo

{"title":"Scholarly trends and representations of L2 writers in second language writing: A corpus-assisted discourse study","authors":"Qudus Ayinde Adebayo","doi":"10.1016/j.jslw.2025.101239","DOIUrl":"10.1016/j.jslw.2025.101239","url":null,"abstract":"<div><div>This study examines the discursive constructions of scholarly trends and the representations of L2 writers in the field of second language writing (SLW) from 1995 to 2022. In the first analysis phase of this corpus-assisted discourse study (CADS), high-frequency lexical items displaying significant diachronic shifts were identified using coefficient of variance (CV) and Kendall’s tau measures. They were then explored through collocation, concordance, and additional qualitative analyses. The analyses showed an increasing construction of writing as a multimodal and technology-mediated activity, feedback as a dynamic pedagogical practice, and linguistic structures as a window into L2 writing development. Initialisms that may contribute to essentialist discourses, such as “ESL” (English as a second language) and “NNSs” (non-native speakers), were found to be declining in use. Building on these broader trends, the second phase focused on the strong collocates of “writer(s).” Of these collocates, the ones most increasing or decreasing in use with the node word were identified and also examined through concordance and further qualitative analyses. The findings indicate a gradual shift from fixed to fluid framings of L2 writers. This study concludes with implications for conducting historical inquiries into SLW and understanding the representations of L2 writers.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"69 ","pages":"Article 101239"},"PeriodicalIF":4.5,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144925085","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

Towards a GELT-informed pedagogy for multilingual writing: Expanding Tardy’s case 迈向多语言写作的gelt教学法：扩展Tardy的案例

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2025-08-30 DOI: 10.1016/j.jslw.2025.101238

Heath Rose , Jim McKinley

引用次数: 0

Dialogic entanglements in researcher identity: A duoethnographic exploration of critical (self)reflexive moments of two transnational L2 writing scholars 研究者身份的对话纠葛：对两位跨国二语写作学者关键（自我）反思时刻的多民族志探索

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2025-08-28 DOI: 10.1016/j.jslw.2025.101235

Marie Webb , Young Wha Lee

{"title":"Dialogic entanglements in researcher identity: A duoethnographic exploration of critical (self)reflexive moments of two transnational L2 writing scholars","authors":"Marie Webb , Young Wha Lee","doi":"10.1016/j.jslw.2025.101235","DOIUrl":"10.1016/j.jslw.2025.101235","url":null,"abstract":"<div><div>Utilizing duoethnography during a collaborative post-dissertation research period, this study investigates the evolving research skills and professional identities of two transnational second language (L2) writing teacher-scholars. Through critical reflection on their L2 writing teacher identity dissertation scholarship, the authors respond to calls for transparent and reflexive research that addresses the complexities of language teacher-scholar practices (<span><span>Lee et al., 2022</span></span>, <span><span>Sánchez-Martín and Seloni, 2019</span></span>) and decolonized methodologies in the field of Second Language Writing (<span><span>Kubota, 2022</span></span>). The authors explore how their transnational experiences, intersectional identities, and disciplinary expertise as L2 writing scholars shaped their understandings of reflexivity during and beyond their doctoral dissertation journeys. Their narratives highlight critical (self)reflexive moments, unpacking the development of diverse researcher reflexivity orientations (<span><span>Olmos-Vega et al., 2022</span></span>). The narratives culminate by showcasing the transformative journey of the authors’ researcher identities and positionalities at the nexus of TESOL/writing teacher educator (TE) and L2 writing teacher identity research. Key findings highlight the role of methodological, contextual, and (self)reflexivity in fostering decolonizing views of methodology and critical perspectives on L2 writing scholarship. The authors underscore the value of duoethnographic or narrative analytic strategies in addressing the political challenges inherent in transnational scholarship, doctoral mentoring, and academic writing.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"69 ","pages":"Article 101235"},"PeriodicalIF":4.5,"publicationDate":"2025-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144912383","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 case for a GELT paradigm in teaching multilingual writing GELT教学法在多语写作教学中的案例

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2025-08-14 DOI: 10.1016/j.jslw.2025.101232

Christine M. Tardy

引用次数: 0

Can digital collaborative writing intervention promote L2 learners’ writing performance and co-regulated learning: A mixed-methods design 数字协作写作干预能否促进二语学习者的写作表现和协同调节学习：一种混合方法设计

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2025-08-13 DOI: 10.1016/j.jslw.2025.101233

Jinyun Pan, Lin Sophie Teng

{"title":"Can digital collaborative writing intervention promote L2 learners’ writing performance and co-regulated learning: A mixed-methods design","authors":"Jinyun Pan, Lin Sophie Teng","doi":"10.1016/j.jslw.2025.101233","DOIUrl":"10.1016/j.jslw.2025.101233","url":null,"abstract":"<div><div>Grounded in sociocultural theory, this intervention study adopted an explanatory sequential mixed-methods approach to examine the linguistic effect of digital collaborative writing (CW) on Chinese English as a foreign language (EFL) learners’ writing development and the non-linguistic effect on their collective strategies for co-regulated learning (CoRL). Two intact classes of EFL learners from a Chinese university were assigned to either an experimental group (<em>n</em> = 34) or a control group (<em>n</em> = 42). Over 15 weeks, the experiment group attended a CW intervention via the online platform Shimo, while the control group completed the same writing tasks individually. Pre- and post-writing tests were used to examine EFL learners’ writing development using an analytic scoring rubric and fine-grained indices of complexity, accuracy, and fluency. Self-report questionnaires were employed to investigate learners’ CoRL strategies during collaboration. Two post-task interviews were conducted with 12 students from the experimental group to gather in-depth insights into the effect of CW with the affordance of digital tools. Quantitative results revealed that the experimental group outperformed the control group in overall writing scores and linguistic accuracy. They also reported an increased level of CoRL strategies compared to the control group. Qualitative findings elucidated that digital CW served as linguistic mediation for promoting writing proficiency and provided social and meta-cognitive scaffolding for fostering co-regulation among peers. The findings reveal that social interactions and collective scaffoldings can promote L2 learners’ cognitive and psychological development.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"69 ","pages":"Article 101233"},"PeriodicalIF":4.5,"publicationDate":"2025-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144829484","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 4.5 1区文学

Journal of Second Language Writing Pub Date : 2025-08-12 DOI: 10.1016/j.jslw.2025.101234

Siting Zhu, Jun Lei

引用次数: 0

The impact of MT as a writing tool on EFL academic writing: A qualitative linguistic analysis 翻译作为一种写作工具对英语学术写作的影响：一个定性的语言学分析

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-07-21 DOI: 10.1016/j.jslw.2025.101231

Elisabet Comelles, Natalia J. Laso

{"title":"The impact of MT as a writing tool on EFL academic writing: A qualitative linguistic analysis","authors":"Elisabet Comelles, Natalia J. Laso","doi":"10.1016/j.jslw.2025.101231","DOIUrl":"10.1016/j.jslw.2025.101231","url":null,"abstract":"<div><div>The widespread use of English in academic publishing compels many researchers to write their work in English as a Foreign Language (EFL) to ensure global dissemination. To improve their written proficiency, they frequently rely on resources such as online dictionaries, grammar checkers, and Machine Translation (MT) systems. This paper explores whether the use of MT can effectively support EFL Spanish researchers in writing academic papers in English. To this aim, we recruited 16 Spanish researchers who wrote an abstract in English and another one in Spanish. The Spanish abstract was translated using MT and then post-edited by the researchers themselves. Both the EFL abstract and the MT-translated/post-edited abstract were subsequently edited by a professional editor to ensure they met publication standards. A comparative analysis of the edited versions revealed that the combination of MT and self-post-editing resulted in fewer edits related to language mechanics. However, adjustments were still needed to fully align with English academic writing conventions. Overall, the findings suggest that MT, when combined with self-post-editing, can be a useful tool in enhancing the quality of academic texts produced by EFL Spanish researchers. This study offers valuable insights into the potential of MT as a resource that can assist EFL academic writing.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"69 ","pages":"Article 101231"},"PeriodicalIF":5.0,"publicationDate":"2025-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144672142","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

Discourse complexity measures as indices of L2 writing proficiency: Insights from propositional connection and relation 语篇复杂性作为二语写作水平的指标：来自命题联系和关系的洞察

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-07-04 DOI: 10.1016/j.jslw.2025.101226

Jingting Yuan , Qiuhan Lin , John Sie Yuen Lee

{"title":"Discourse complexity measures as indices of L2 writing proficiency: Insights from propositional connection and relation","authors":"Jingting Yuan , Qiuhan Lin , John Sie Yuen Lee","doi":"10.1016/j.jslw.2025.101226","DOIUrl":"10.1016/j.jslw.2025.101226","url":null,"abstract":"<div><div>Complexity is a crucial feature of L2 writing development. While substantial measures have been well-established as indices of L2 writing proficiency, they are primarily focused on the lexical and syntactic complexity of learner texts. Discourse complexity (DC), especially concerning connections and relations between propositions, remains underexplored despite its importance in discourse organization in L2 writing. This study investigates DC measures for L2 written production in both the absolute and relative/cognitive dimensions. A Rhetorical Structure Theory (RST) dependency treebank of 216 argumentative essays was created to investigate the discourse structures in learner texts across three proficiency levels in the Common European Framework of Reference for Languages (CEFR). Our analysis suggests that more proficient L2 writers tend to produce more logically complex rhetorical relations, longer rhetorical length, and stronger propositional connectedness in content development and organization. Further, we show that <em>overall propositional connectedness</em> and <em>mean discourse distance</em> are both able to distinguish between texts at the CEFR A2, B1, and B2+ levels, and can be useful indicators of L2 writing proficiency. These findings not only provide novel insights into L2 complexity at the discourse level, but also carry pedagogical implications for the teaching of coherence and rhetorical organization in L2 writing classrooms.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"69 ","pages":"Article 101226"},"PeriodicalIF":5.0,"publicationDate":"2025-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144556739","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

Generative AI is useful for second language writing, but when, why, and for how long do learners use it? 生成式人工智能对第二语言写作很有用，但学习者何时、为什么以及使用多长时间？

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-07-01 DOI: 10.1016/j.jslw.2025.101230

Haerim Hwang , Xingyu Chang, Jiaxin Sun

{"title":"Generative AI is useful for second language writing, but when, why, and for how long do learners use it?","authors":"Haerim Hwang , Xingyu Chang, Jiaxin Sun","doi":"10.1016/j.jslw.2025.101230","DOIUrl":"10.1016/j.jslw.2025.101230","url":null,"abstract":"<div><div>Numerous studies have highlighted the benefits of recent advancements in generative artificial intelligence (AI) technology for second language (L2) writing. However, most of these studies have relied on pretest/posttest designs or interview/questionnaire methods that reflect the researchers’ perspectives. To expand the research on this topic, we take two approaches. Firstly, we investigate how L2 learners of English utilize ChatGPT in a writing task in real time by analyzing recordings of their computer screens collected throughout the writing process. Secondly, we explore how they perceive the usefulness of ChatGPT by analyzing their responses to an open-ended question. Frequency and time-series analyses show that the participants primarily utilized ChatGPT to generate ideas, particularly during the initial stages of writing. They also used it later in the writing process, albeit less frequently and for less time overall, for a word/grammar search/check, polishing, and example generation, alongside idea generation. Semantic network analyses of their responses to the open-ended question further reveal that the participants generally held a positive opinion of ChatGPT, valuing its assistance in content creation and time management, while expressing some concerns. The results emphasize the potential of generative AI in facilitating L2 writing and suggest the importance of digital literacy.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"69 ","pages":"Article 101230"},"PeriodicalIF":5.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144517784","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

Toward critically and humanely grounded futures for L2 writing in the GenAI era: Sparking dialogue and critical experimentation 面向GenAI时代第二语言写作的批判性和人道主义未来：激发对话和批判性实验

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-06-30 DOI: 10.1016/j.jslw.2025.101229

Chaoran Wang, Zhongfeng Tian, M. Sidury Christiansen

引用次数: 0