Journal of Second Language Writing最新文献_第3页

An inquiry into Grammarly’s precision and recall: A comparative study with human annotators 语法的准确性与记忆：与人类注释者的比较研究

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2026-03-01 Epub Date: 2026-01-22 DOI: 10.1016/j.jslw.2026.101283

Svetlana Koltovskaia , Hooman Saeli , Payam Rahmati

{"title":"An inquiry into Grammarly’s precision and recall: A comparative study with human annotators","authors":"Svetlana Koltovskaia , Hooman Saeli , Payam Rahmati","doi":"10.1016/j.jslw.2026.101283","DOIUrl":"10.1016/j.jslw.2026.101283","url":null,"abstract":"<div><div>The present study aimed to investigate Grammarly’s precision and recall using a corpus of 53 samples of argumentative writing. The analysis of Grammarly’s error flaggings and corrections led to the development of a coding scheme in which various error types and error categories were identified. Next, these flaggings and corrections were tallied, and comparatively, juxtaposed with a coding scheme developed by two human annotators. The analysis of Grammarly’s performance regarding precision (i.e., error detection and correction) shows that the system was highly accurate in providing corrections for the flagged errors. However, further analysis showed that Grammarly’s recall rate was 51 %, which means that the tool failed to identify almost half of the sentence-level issues identified by the human annotators. Overall, the results suggest that, while Grammarly is highly precise in correcting the errors it flags, this system cannot effectively identify many errors second language (L2) learners may make in their writing. These results suggest that Grammarly has the potential to serve as a supplementary tool and an additional source of corrective feedback in the L2 writing classroom. However, its low recall rate should be brought to their attention, as this could have detrimental effects on their writing quality.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"71 ","pages":"Article 101283"},"PeriodicalIF":4.5,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146037501","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 development and interactions of complexity and accuracy in L2 Chinese writing 二语汉语写作中复杂性和准确性的发展及其相互作用

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2026-03-01 Epub Date: 2025-12-19 DOI: 10.1016/j.jslw.2025.101275

Yilei Li

引用次数: 0

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2026-02-03 DOI: 10.1016/j.jslw.2026.101285

Jiaqi Zhu, Yang Yao, Qiujun Su

引用次数: 0

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2026-01-09 DOI: 10.1016/j.jslw.2026.101281

Ying Ding , Tsy Yih

引用次数: 0

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2025-12-17 DOI: 10.1016/j.jslw.2025.101277

Bee Chamcharatsri

引用次数: 0

Global Englishes language teaching and second language writing: A disciplinary dialogue 全球英语教学与第二语言写作：学科对话

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2025-12-01 Epub Date: 2025-10-17 DOI: 10.1016/j.jslw.2025.101257

Icy Lee , Pauline Mak

引用次数: 0

From algorithms to annotations: Rethinking feedback practices in academic writing through AI-human comparison 从算法到注释：通过AI-human比较重新思考学术写作中的反馈实践

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2025-12-01 Epub Date: 2025-10-04 DOI: 10.1016/j.jslw.2025.101254

Hadi Kashiha

{"title":"From algorithms to annotations: Rethinking feedback practices in academic writing through AI-human comparison","authors":"Hadi Kashiha","doi":"10.1016/j.jslw.2025.101254","DOIUrl":"10.1016/j.jslw.2025.101254","url":null,"abstract":"<div><div>While ChatGPT has gained prominence in education for its efficiency, little is known about how its feedback compares to that of human instructors, particularly in English for Academic Purposes (EAP) settings with second language (L2) writers. This study examined how ChatGPT and instructors used epistemic strategies (assertiveness vs. mitigation) and delivery methods (monologic vs. dialogic) in their evaluative comments on 200 academic introductions written by Malaysian L2 students. The findings revealed that both feedback sources employed mitigation comparably to foster a face-saving environment for receiving academic criticism. However, instructors demonstrated greater assertiveness and relied more on dialogic feedback, reflecting their authoritative role in guiding revisions and prompting interaction. Conversely, ChatGPT predominantly provided monologic feedback, offering immediate and grammatically sound but static comments. The most common blend in both sources was mitigation combined with dialogic delivery, which highlights a balance between flexibility and engagement. Overall, the study indicates that while AI feedback can complement human input, it often lacks the adaptability and interpersonal depth of instructor responses. These insights inform EAP and L2 writing pedagogy by pointing to the value of blended feedback models that leverage AI’s efficiency while retaining the interactive and authoritative qualities of human expertise.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"70 ","pages":"Article 101254"},"PeriodicalIF":4.5,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145268221","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

Timely and timeless topic: Global Englishes in L2 writing pedagogy and challenges 及时和永恒的主题：全球英语第二语言写作教学和挑战

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2025-12-01 Epub Date: 2025-10-06 DOI: 10.1016/j.jslw.2025.101252

Ryuko Kubota

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‘A quest gone too far’: Rhetorical citizenship in secondary students’ L2 English writing “走得太远了”：中学生第二语言写作中的修辞公民意识

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2025-12-01 Epub Date: 2025-11-12 DOI: 10.1016/j.jslw.2025.101262

Ingrid Rodrick Beiler , Kristin Torjesen Marti

{"title":"‘A quest gone too far’: Rhetorical citizenship in secondary students’ L2 English writing","authors":"Ingrid Rodrick Beiler , Kristin Torjesen Marti","doi":"10.1016/j.jslw.2025.101262","DOIUrl":"10.1016/j.jslw.2025.101262","url":null,"abstract":"<div><div>In contrast to studies of academic writing, research on secondary students’ L2 writing has tended to emphasize formal characteristics. Highlighting instead meaning-making in L2 English writing, this study aims to explore secondary student writers’ enactment of rhetorical citizenship, that is, the discursive constitution of membership in a community. The focal data consist of 34 argumentative essays, which are contextualized by ethnographic data (e.g., fieldnotes, classroom recordings, interviews) from two English classes at a Norwegian upper secondary school. Combining metaphor and discourse analysis, the study investigates rhetorical functions of metaphors and rhetorical framing of societal issues. Findings show, firstly, that students use metaphors to emphasize distinctions between actors and heighten the stakes of arguments. Secondly, students tend to map societal problems onto countries other than their own, in ways that mirror classroom discourse, while their personal positioning shapes the force of argumentation about issues that have received less attention in class. We discuss implications for L2 English writing education, including the importance of learning to both express opinions and engage substantively with the perspectives of others, within a critical self-reflexive frame. The study contributes to reframing L2 English writing as emergent democratic participation.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"70 ","pages":"Article 101262"},"PeriodicalIF":4.5,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145525838","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

Syntactic complexity and L2 Chinese proficiency: An analysis of Malaysian CSL learners’ writing 句法复杂性与二语汉语熟练程度：马来西亚CSL学习者写作分析

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2025-12-01 Epub Date: 2025-09-24 DOI: 10.1016/j.jslw.2025.101242

Zhouye Zhu, Wenxin Xiong

引用次数: 0