Journal of Second Language Writing最新文献_第6页

Secondary school English teachers’ application of artificial intelligence-guided chatbot in the provision of feedback on student writing: An activity theory perspective 中学英语教师运用人工智能引导的聊天机器人对学生写作进行反馈：活动理论视角

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-01-30 DOI: 10.1016/j.jslw.2025.101179

Yuan Yao , Xinhua Zhu , Longhai Xiao , Qi Lu

{"title":"Secondary school English teachers’ application of artificial intelligence-guided chatbot in the provision of feedback on student writing: An activity theory perspective","authors":"Yuan Yao , Xinhua Zhu , Longhai Xiao , Qi Lu","doi":"10.1016/j.jslw.2025.101179","DOIUrl":"10.1016/j.jslw.2025.101179","url":null,"abstract":"<div><div>The integration of artificial intelligence (AI)-guided chatbots as supplementary tools for L2 writing instruction has gained attention, yet uncertainties remain about how teachers incorporate such tools into their feedback practices and what factors influence this process. To address these gaps, this study adopted Activity Theory (AT) as the framework and involved 13 secondary school English teachers from two public secondary schools in southern China. The teachers used Kimi, an AI-guided chatbot, to support their feedback provision on student writing. The results revealed differences in the features of Kimi and teacher feedback (i.e., amount, length, foci, and types), as well as a complementary pattern between Kimi’s feedback and teachers’ self-initiated feedback. Additionally, the study identified the key components of the activity system within the context of AI-supported teacher feedback, including the subject, objectives, mediating artefacts, community, rules, and division of labor. This research provides empirical evidence regarding the facilitative role of AI-guided chatbots in supporting the provision of teacher feedback. The findings underscore the potential synergy between AI and teacher feedback, contributing to the enhancement of L2 writing instruction in secondary education.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"67 ","pages":"Article 101179"},"PeriodicalIF":5.0,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143140679","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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Multilingual learners' digital book composing: Examining circulation of translingual, multimodal resources in an elementary classroom 多语学习者的数字图书写作：对小学课堂中多语、多模态资源流通的考察

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-01-28 DOI: 10.1016/j.jslw.2025.101180

Lindsey W. Rowe , Victoria Pennington

{"title":"Multilingual learners' digital book composing: Examining circulation of translingual, multimodal resources in an elementary classroom","authors":"Lindsey W. Rowe , Victoria Pennington","doi":"10.1016/j.jslw.2025.101180","DOIUrl":"10.1016/j.jslw.2025.101180","url":null,"abstract":"<div><div>Multilingual learners (MLs) often attend English-medium schools in the U.S. An important area of research is understanding how teachers can support MLs’ literacy practices, such as translingual composing, in these contexts. This paper draws on theories of translanguaging and multimodality to explore the semiotic choices of second graders as they engaged in digital book composing following instruction that invited translanguaging. Specifically, we ask: 1) What multimodal, translingual resources did students initially deploy when invited to use their full semiotic (including linguistic) resources to compose texts? And 2) How were these semiotic resources used across time, resulting in students’ creation of multimodal, translingual texts? Data come from a qualitative project and include audio/video recordings of instruction and images of student texts. Findings from descriptive and thematic coding illustrate the multiple multimodal, multilingual resources, including text, image, and audio, that students used to compose their eBooks. Findings also show how students created these texts over time through discussion about and use of translingual and multimodal resources. Implications for translanguaging theory and pedagogy are discussed.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"67 ","pages":"Article 101180"},"PeriodicalIF":5.0,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097963","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}

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Translanguaging with generative AI in EFL writing: Students’ practices and perceptions 生成式人工智能在英语写作中的翻译：学生的实践与认知

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-01-27 DOI: 10.1016/j.jslw.2025.101181

Wanli Yang , Chenming Lin

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IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-01-22 DOI: 10.1016/j.jslw.2025.101177

Hassan Mohebbi , Eunjeong Park

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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 交际目的在描述和解释二语写作中词汇语法变化中的作用

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 文本中介与协同意义建构：一个EAL学术作者的语言支持

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}

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Second-language writing development of adult immigrants following three study paths reflecting their varying levels of prior education 成年移民的二语写作发展遵循三种学习路径，反映了他们不同程度的先前教育

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}

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Education lecturers’ expectations about writing proficiency: Insights from corpus analysis of teacher feedback on academic writing 教育讲师对写作水平的期望：来自教师学术写作反馈语料库分析的启示

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}

引用次数: 0

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

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