Journal of Second Language Writing最新文献_第5页

Task repetition and L2 written performance: A meta-analysis 任务重复与第二语言写作表现：一项元分析

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2025-12-01 Epub Date: 2025-10-16 DOI: 10.1016/j.jslw.2025.101255

Mahmoud Abdi Tabari , Jingyuan Zhuang , Mahsa Farahanynia

{"title":"Task repetition and L2 written performance: A meta-analysis","authors":"Mahmoud Abdi Tabari , Jingyuan Zhuang , Mahsa Farahanynia","doi":"10.1016/j.jslw.2025.101255","DOIUrl":"10.1016/j.jslw.2025.101255","url":null,"abstract":"<div><div>This meta-analysis investigates the effects of task repetition (TR) on the syntactic complexity, accuracy, lexical complexity, and fluency (CALF) of second language (L2) written production. The study included 31 studies, with 65 unique samples. Results from three-level meta-analytic models revealed that task repetition had a positive effect on all CALF constructs, with significant effect sizes for accuracy (<em>d</em> = 1.19), lexical complexity (<em>d</em> = 0.75), fluency (<em>d</em> = 0.50), and syntactic complexity (<em>d</em> = 0.37). These findings suggest that TR is particularly beneficial for accuracy and lexical complexity but less effective for fluency and syntactic complexity. Variance analysis indicated that differences between primary samples accounted for the largest portion of total variance in all CALF constructs. Further moderator analyses revealed that factors such as spacing interval, number of repetitions, and feedback moderated the effects: Longer spacing intervals were associated with smaller effects, while more repetitions generally resulted in larger effects. Compared to TR without feedback, TR with feedback showed a statistically significant advantage for accuracy, a non-significant advantage for syntactic complexity and fluency, and a disadvantage for lexical complexity. This study provides valuable insights into optimizing TR within task-based language teaching (TBLT) to enhance L2 written production.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"70 ","pages":"Article 101255"},"PeriodicalIF":4.5,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145333338","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 plurality of English in Global Englishes 全球英语中的英语多元性

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2025-12-01 Epub Date: 2025-10-03 DOI: 10.1016/j.jslw.2025.101253

Yachao Sun

引用次数: 0

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2025-10-28 DOI: 10.1016/j.jslw.2025.101260

Murad Abdu Saeed

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IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2025-10-27 DOI: 10.1016/j.jslw.2025.101259

Zheng Wang

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IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2025-10-17 DOI: 10.1016/j.jslw.2025.101256

Yunyun Chen, Shuhong Li, Zhihong Wang, Lianrui Yang

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The development and validation of a scale on student AI literacy in L2 writing: A domain-specific perspective 第二语言写作中学生人工智能读写能力量表的开发和验证：一个特定领域的视角

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-09-01 Epub Date: 2025-06-18 DOI: 10.1016/j.jslw.2025.101227

Linlin Xu , Lu Zhang , Ling Ou , Di Wang

{"title":"The development and validation of a scale on student AI literacy in L2 writing: A domain-specific perspective","authors":"Linlin Xu , Lu Zhang , Ling Ou , Di Wang","doi":"10.1016/j.jslw.2025.101227","DOIUrl":"10.1016/j.jslw.2025.101227","url":null,"abstract":"<div><div>Artificial Intelligence (AI) is transforming the educational landscape, especially in second language (L2) writing, reshaping how students approach the learning and practice of L2 writing. This shift has highlighted the importance of student AI literacy, which enables students to harness the power of AI tools and navigate the complexities of L2 writing more effectively and responsibly. Despite its significance, research on student AI literacy in L2 writing remains scarce, and there is a notable absence of instruments to measure, diagnose and track its development among L2 student writers. Heeding the call for developing psychometrically validated scales tailored to specific domains or disciplines, this study aims to develop and validate the L2 Writing-Student AI Literacy Scale (L2W-SAILS) for teachers and students to operationalise and assess student AI literacy in L2 writing. Building on relevant seminal works, this study proposed a four-dimension AI literacy framework, including ‘understanding’, ‘use’, ‘evaluation’, and ‘ethics’. Guided by this framework, a 22-item self-reported questionnaire on student AI literacy was developed and validated through exploratory and confirmatory factor analysis involving respectively 435 and 350 Chinese university students. The results confirm that the L2W-SAILS is a reliable measurement scale for assessing student AI literacy in L2 writing, and the proposed four-dimension model is a robust representation of student AI literacy. The findings also contribute to a pedagogical framework that informs AI-assisted teaching and learning of L2 writing.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"69 ","pages":"Article 101227"},"PeriodicalIF":5.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144306427","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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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 : 2025-09-01 Epub Date: 2025-08-14 DOI: 10.1016/j.jslw.2025.101232

Christine M. Tardy

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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 : 2025-09-01 Epub 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":"2025-09-01","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

Selected bibliography of recent scholarship in Second Language Writing 最近第二语言写作奖学金的参考书目

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2025-09-01 Epub Date: 2025-09-23 DOI: 10.1016/j.jslw.2025.101236

Colleen Brice , Carolina Pelaez-Morales

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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 : 2025-09-01 Epub 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":"2025-09-01","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}

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