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

A Vygotskian analysis of emotion and cognition in peer feedback on L2 writing through the dynamics of Perezhivanie 通过Perezhivanie的动态分析，对第二语言写作同伴反馈中的情感和认知进行了维果茨基式分析

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2026-03-01 Epub Date: 2026-02-09 DOI: 10.1016/j.jslw.2026.101287

Rafael Zaccaron , Adriana Kuerten Dellagnelo , Matheus André Agnoletto

{"title":"A Vygotskian analysis of emotion and cognition in peer feedback on L2 writing through the dynamics of Perezhivanie","authors":"Rafael Zaccaron , Adriana Kuerten Dellagnelo , Matheus André Agnoletto","doi":"10.1016/j.jslw.2026.101287","DOIUrl":"10.1016/j.jslw.2026.101287","url":null,"abstract":"<div><div>This paper draws on the Vygotskian notion of <em>perezhivanie</em> — which posits a dialectical relationship between emotion and cognition — to investigate how an English learner refracts her experience with peer feedback on L2 writing, thus focusing on how her <em>perezhivanie</em> leads her to change the way she engages in feedback and comes to understand its role in learning. This is examined within the context of an L2 academic writing course in a public university in Brazil. Data were collected through individual interviews, stimulated recall sessions, and visual representations. The discussion uncovers how the learner’s transformative view of peer feedback was influenced by her previous <em>perezhivaniya</em> of teacher feedback throughout her trajectory as a student. By engaging in computer-mediated peer feedback and deliberately reflecting on it, she goes from not seeing it as a tool for learning to seeing it as a process that offers possibilities for writing, thus illustrating the power of socially constructed activities in mediating student growth. Besides identifying opportunities for integrating mediated self-reflective activities related to peer feedback, which may lead to the development of feedback literacy for higher education learners, the study also demonstrates Vygotsky’s assertion about the connection between cognition and emotion and highlights how this relationship influences the educational journey of individuals.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"71 ","pages":"Article 101287"},"PeriodicalIF":4.5,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146187685","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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Linking writing processes to argument elements: Insights from keystroke logging in L1 and L2 writers 将写作过程与论点元素联系起来：从L1和L2写作者的击键记录中获得的见解

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Journal of Second Language Writing Pub Date : 2026-03-01 Epub Date: 2025-12-17 DOI: 10.1016/j.jslw.2025.101276

Yu Tian , Scott Crossley

{"title":"Linking writing processes to argument elements: Insights from keystroke logging in L1 and L2 writers","authors":"Yu Tian , Scott Crossley","doi":"10.1016/j.jslw.2025.101276","DOIUrl":"10.1016/j.jslw.2025.101276","url":null,"abstract":"<div><div>Recent studies leveraging keystroke logging have identified associations between features of the writing process and the written product (e.g., writing quality, text cohesion). However, a more comprehensive understanding of how the temporal and behavioral dynamics of writing relate to the development of argument elements is still needed. This study examined the relationship between writing behaviors captured through keystroke features (e.g., pauses, revisions, bursts, process variance) and the construction of argument elements (e.g., positions, claims, evidence, counterclaims, rebuttals) among adult first-language (L1) and second language (L2) English writers. The dataset consisted of 400 argumentative essays (200 from L1 writers and 200 from L2 writers) with accompanying keystroke logs. Each essay was manually annotated for argument elements, and keystroke measures were computed for each element. Multinomial mixed-effects logistic regression models were used to identify distinct keystroke patterns associated with different argument elements and with native language. Results revealed that writers behaved differently in P-burst length, pause duration, and proportion of deletions when formulating different argument elements. Additionally, L1 and L2 writers exhibited distinct patterns when composing claims (relative to evidence) and when constructing counterclaims and rebuttals (relative to other elements), suggesting differing cognitive demands and rhetorical strategies between the two groups.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"71 ","pages":"Article 101276"},"PeriodicalIF":4.5,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145789854","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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JSLW Editorial for March 2026 JSLW 2026年3月社论

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Journal of Second Language Writing Pub Date : 2026-03-01 Epub Date: 2026-02-25 DOI: 10.1016/j.jslw.2026.101294

Stephen Doolan, YouJin Kim

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Developing and validating a scale for assessing EFL learners’ co-regulation strategies for collaborative writing: A multi-layered perspective 开发和验证一个评估英语学习者协作写作协同调节策略的量表：一个多层次的视角

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2026-03-01 Epub Date: 2025-12-15 DOI: 10.1016/j.jslw.2025.101280

You Su , Zeting Yuan , Jyh-Chong Liang

{"title":"Developing and validating a scale for assessing EFL learners’ co-regulation strategies for collaborative writing: A multi-layered perspective","authors":"You Su , Zeting Yuan , Jyh-Chong Liang","doi":"10.1016/j.jslw.2025.101280","DOIUrl":"10.1016/j.jslw.2025.101280","url":null,"abstract":"<div><div>As collaborative writing gains prominence in second language education, the need for reliable instruments to assess students’ collaborative processes is critical, especially in understanding their co-regulation during team interactions. While existing scales primarily focus on self-regulation in individual writing, this study develops and validates a Co-regulation Strategies (CRS) scale for collaborative writing activities. Through validation with 471 college students engaged in collaborative English writing tasks, we employed exploratory and confirmatory factor analyses to establish a 21-item scale comprising six distinct dimensions. The scale incorporates core regulatory dimensions of co-planning, co-monitoring, co-evaluation, and effort regulation, and identifies help‑giving as an independent factor separate from help-seeking, revealing the bidirectional nature of peer support in collaborative contexts. Across five theoretically motivated models, four showed acceptable fit. For general reporting, a three-factor higher-order structure (metacognitive, motivational, social) is recommended as a parsimonious default. The six-factor correlated model supports fine-grained diagnosis, a single higher-order factor yields a holistic index, and a cyclical three-phase model informs phase-specific interventions. Together, these models offer analytical flexibility for diagnosis and reporting across domains and phases. The CRS scale addresses a notable gap in assessing co‑regulation during collaborative writing.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"71 ","pages":"Article 101280"},"PeriodicalIF":4.5,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145789853","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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What’s in a profile? Investigating linguistic features of L2 writing at advanced CEFR levels 简介里有什么？研究高级CEFR水平的第二语言写作的语言特征

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Journal of Second Language Writing Pub Date : 2026-03-01 Epub Date: 2026-01-22 DOI: 10.1016/j.jslw.2026.101284

Anthony Becker , Tatiana Nekrasova-Beker

{"title":"What’s in a profile? Investigating linguistic features of L2 writing at advanced CEFR levels","authors":"Anthony Becker , Tatiana Nekrasova-Beker","doi":"10.1016/j.jslw.2026.101284","DOIUrl":"10.1016/j.jslw.2026.101284","url":null,"abstract":"<div><div>Although many studies have examined the relationship between individual linguistic features and L2 writing quality (e.g., <span><span>Biber & Gray, 2013</span></span>; <span><span>Crossley & McNamara, 2012</span></span>; <span><span>Grant & Ginther, 2000</span></span>), fewer have investigated how features co-occur to form distinct profiles in highly successful writing (see <span><span>Friginal et al., 2014</span></span>, <span><span>Jarvis et al., 2003</span></span>). Adopting a profile-based approach, this study explores patterns of co-occurring linguistic features in advanced L2 writing. A total of 925 argumentative essays rated at CEFR C1 or C2 were drawn from the International Corpus of Learner English (ICLE v3) and analyzed using cluster analysis on 25 linguistic features. The analysis produced a three-cluster solution, each defined by unique combinations of lexical, phrasal, and clausal features. The resulting profiles demonstrate that advanced-level success can be achieved through multiple pathways: a stance-oriented style emphasizing hedging and impersonality, an accessible narrative-like style highlighting engagement and personal voice, and a dense informational style marked by nominalizations and complex noun phrases. These findings underscore the value of the profile approach and highlight multiple linguistic routes to high-quality writing. Pedagogical and assessment implications include moving beyond singular models of writing quality to recognize stylistic diversity among advanced L2 writers.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"71 ","pages":"Article 101284"},"PeriodicalIF":4.5,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146037500","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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Developing a feedback framework for English for Research and Publication Purposes (ERPP) in L2 writing 为研究和出版用英语（ERPP）的第二语言写作建立一个反馈框架

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2026-03-01 Epub Date: 2025-11-18 DOI: 10.1016/j.jslw.2025.101265

Xingyu Zhang, Yaqiong Cui, Hui Jin, Yuan Gao

{"title":"Developing a feedback framework for English for Research and Publication Purposes (ERPP) in L2 writing","authors":"Xingyu Zhang, Yaqiong Cui, Hui Jin, Yuan Gao","doi":"10.1016/j.jslw.2025.101265","DOIUrl":"10.1016/j.jslw.2025.101265","url":null,"abstract":"<div><div>The growing pressure on graduate students to publish papers in international journals has intensified the need for effective English for Research and Publication Purposes (ERPP) feedback. However, existing research features a lack of a comprehensive framework incorporating feedback from different providers and systematic comparisons of feedback practices across provider groups and disciplines. To address these gaps, guided by Evidence-centered Design model, this study developed and validated an integrated framework to capture the feedback foci of the academic support ecosystem, including writing center tutors (EFL teachers and international instructors), academic supervisors, and journal reviewers, based on their written feedback on 62 manuscripts across disciplines. Constructed through an iterative process that linked theoretical constructs with empirical evidence, the framework was validated via expert deliberations, EAP teachers’ evaluations on manuscripts blinded to prior feedback, and effectiveness testing with student users. Its application revealed a clear tripartite functional specialization among providers and a strong cross-disciplinary consensus on fundamental standards of academic writing. This ECD-grounded framework provides a structured yet adaptable tool to enhance EFL teachers’ and learners’ feedback literacy, enabling more targeted instruction and informed collaborative ERPP feedback strategies.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"71 ","pages":"Article 101265"},"PeriodicalIF":4.5,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145537066","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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March 2026 Annotated bibliography 2026年3月注释参考书目

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Journal of Second Language Writing Pub Date : 2026-03-01 Epub Date: 2026-02-28 DOI: 10.1016/j.jslw.2026.101295

Carol Severino, Lia Plakans, Xinyue Shui, Andy Jiahao Liu

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Constructing discoursal scholarly identities in research writing over time and across space: A case study of Chinese transnational scholars 跨时空建构研究写作中的话语学术身份：以中国跨国学者为例

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2026-03-01 Epub Date: 2025-12-12 DOI: 10.1016/j.jslw.2025.101279

Qi Qi , Cecilia Guanfang Zhao

{"title":"Constructing discoursal scholarly identities in research writing over time and across space: A case study of Chinese transnational scholars","authors":"Qi Qi , Cecilia Guanfang Zhao","doi":"10.1016/j.jslw.2025.101279","DOIUrl":"10.1016/j.jslw.2025.101279","url":null,"abstract":"<div><div>While interest in identity issues continues to grow in second language writing research, the construction of discoursal scholarly identity in research writing remains underexplored, particularly for transnational scholars. This case study, grounded in Ivanič’s (1998) framework of discoursal construction of writer identity, examined two Chinese transnational scholars’ perceptions and constructions of their discoursal scholarly identities in academic publishing over time and across space. Analysis of their self-identified representative works, relevant text histories, and reported writing experiences revealed that as the scholars’ academic experiences evolved, they developed a deeper understanding of discoursal scholarly identity, and negotiated an intended scholarly identity by navigating complex relationships with community members, rather than passively meeting gatekeepers’ expectations. While adapting to the local academic environment, they also leveraged international knowledge and resources to shape and develop their desired discoursal scholarly identity. Theoretically, these findings refine our understanding of discoursal identity construction in relation to concepts of time and space. Practically, the study provides pedagogical guidance to writing instructors and educators on how they could best support transnational and multilingual writers in developing their scholarly identities while navigating relationships with various stakeholders across different contexts and career stages.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"71 ","pages":"Article 101279"},"PeriodicalIF":4.5,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145737059","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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A theoretical framework of collaborative authorial voice: Cognitive, social, and textual dimensions 协作作者声音的理论框架：认知、社会和文本维度

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2026-03-01 Epub Date: 2025-12-12 DOI: 10.1016/j.jslw.2025.101278

Baraa Khuder , Bojana Petric

{"title":"A theoretical framework of collaborative authorial voice: Cognitive, social, and textual dimensions","authors":"Baraa Khuder , Bojana Petric","doi":"10.1016/j.jslw.2025.101278","DOIUrl":"10.1016/j.jslw.2025.101278","url":null,"abstract":"<div><div>Authorial voice in academic writing reflects how writers construct and assert authority within their disciplinary communities. While voice has so far been examined through linguistic, sociocultural, metadiscourse and other perspectives, existing frameworks have largely focused on individual authorship, overlooking the complexities of collaborative writing. This study introduces a comprehensive multidimensional theoretical framework that integrates intrapersonal (cognitive, metacognitive, and emotional), interactional (negotiation and power dynamics), and behavioral (textual enactment) dimensions to trace how authorial voice is constructed in collaboration. Through a longitudinal case study, this paper examines how voice is shaped through distributed cognitive processes, feedback negotiations, and textual positioning. Findings reveal that authorial voice is not a fixed attribute but a cognitively developmental, socially situated, and rhetorically negotiated construct. Co-authors and gatekeepers play a central role in shaping voice, sometimes enabling agency, other times constraining it. By applying this theoretical framework to collaborative writing for publication, this study offers a novel lens for analyzing voice as a distributed and dialogic developmental phenomenon. The framework advances theorizing beyond individual-centered accounts and offers methodological guidance for studying voice across drafts, actors, and feedback channels in collaborative research contexts.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"71 ","pages":"Article 101278"},"PeriodicalIF":4.5,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145737058","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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Development of syntactic complexity in Chinese EFL learners across two proficiency levels and two written genres 两种熟练程度和两种写作体裁下中国英语学习者句法复杂性的发展

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2026-03-01 Epub Date: 2026-01-14 DOI: 10.1016/j.jslw.2026.101282

Zhihong Wang , Xiaofei Lu

{"title":"Development of syntactic complexity in Chinese EFL learners across two proficiency levels and two written genres","authors":"Zhihong Wang , Xiaofei Lu","doi":"10.1016/j.jslw.2026.101282","DOIUrl":"10.1016/j.jslw.2026.101282","url":null,"abstract":"<div><div>This study examined the effects of time, genre, and their interaction on large- and fine-grained syntactic complexity (SC) measures in a set of argumentative and narrative essays produced by Chinese English-as-a-foreign-language (EFL) learners at two different proficiency levels over the course of one semester. The goal of the study was to partially replicate and extend Yoon and Polio’s (2017) and Lei et al.’s (2023) studies on these effects, both of which focused on a single group of adult or college-level second language (L2) English learners and employed a set of large-grained indices to gauge SC. This was done to test the generalizability of their findings regarding the effects of time, genre, and their interaction on L2 writing SC to diverse learner groups and obtain a more comprehensive understanding of such effects. Our results revealed significant, differential effects of time, genre, and their interaction on large- and fine-grained SC indices in the two learner groups. These findings contribute to a more nuanced understanding of L2 writing SC development and the effect of genre on this development.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"71 ","pages":"Article 101282"},"PeriodicalIF":4.5,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145977111","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