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

Zooming in on the process-product nexus of meaning-related revisions: A micro-analytic approach to keystroke logging data 放大意义相关修订的过程-产品关系：击键记录数据的微观分析方法

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-09-01 Epub Date: 2025-06-27 DOI: 10.1016/j.jslw.2025.101228

Sathena Chan , Daniel M.K. Lam

{"title":"Zooming in on the process-product nexus of meaning-related revisions: A micro-analytic approach to keystroke logging data","authors":"Sathena Chan , Daniel M.K. Lam","doi":"10.1016/j.jslw.2025.101228","DOIUrl":"10.1016/j.jslw.2025.101228","url":null,"abstract":"<div><div>While many writing studies to date show that higher-proficiency and lower-proficiency L2 writers have distinct writing behaviours, there is relatively little research into meaning-related revisions – changes which influence the meaning of the text as compared to surface-level changes related to grammar or format, and whether and how such revisions make a text-level impact. Taking a micro-analytic approach, the current study examined the real-time revision behaviours of six adolescent L1 and six adolescent L2 English writers, as captured by a keystroke logging programme. The analysis compared measures of revision behaviours and the context (i.e., location) and orientation (i.e., focus) of the meaningrelated revisions between the two groups, and examined qualitatively the specific ways the revisions do or do not contribute to enhancing the evolving text. Findings revealed that the L2 writers focused more on local-level revisions while the L1 writers’ revisions more often had a text-level impact (e.g., coherence, argumentation). Based on the findings, we discuss the value of examining the textual impact of meaning-related revisions using keystroke logging data for diagnostic feedback, and make recommendations for teaching and feedback activities in the L2 writing classroom.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"69 ","pages":"Article 101228"},"PeriodicalIF":5.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144490141","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

Effects of extracurricular academic reading on syntactic development in L2 abstract writing 课外学术阅读对二语抽象写作句法发展的影响

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2025-09-01 Epub Date: 2025-08-30 DOI: 10.1016/j.jslw.2025.101240

Xiaoyi Bi, Zewen Wang

{"title":"Effects of extracurricular academic reading on syntactic development in L2 abstract writing","authors":"Xiaoyi Bi, Zewen Wang","doi":"10.1016/j.jslw.2025.101240","DOIUrl":"10.1016/j.jslw.2025.101240","url":null,"abstract":"<div><div>This study investigates how and to what extent extracurricular academic reading (AR) enhances the syntactic complexity (SC) of graduate students’ abstract writing. Through a semester-long AR programme, we collected and analysed research article abstracts written by 30 s-year graduate students majoring in English literature, compared with another 30 English literature students who did not participate in the AR programme. By using a combined set of large- and fine-grained SC indices, the results showed the AR group exhibited significantly greater development of SC than the comparison group. It was found that AR students produced longer sentences, and used more subordination, complex nominals, verb phrases, nominal clauses, initial adverbial participle clauses, finite relative clauses, and multiple prepositional phrases after AR programme. In contrast, the comparison group showed growth only in the holistic length of sentence, the usage of coordination phrases and multiple-word sequences as pre-modifiers. The findings suggest that AR programme contributes to the SC development of AR students, who gained a deeper understanding of the abstract genre and its rhetorical structure. This study also provides new insights and pedagogical implications for L2 academic writing instruction.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"69 ","pages":"Article 101240"},"PeriodicalIF":4.5,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144920239","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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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

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

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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 : 2025-09-01 Epub Date: 2025-08-30 DOI: 10.1016/j.jslw.2025.101238

Heath Rose , Jim McKinley

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Promoting second language writing autonomy through digital multimodal composing 通过数字多模态写作促进第二语言写作自主

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-09-01 Epub Date: 2025-06-10 DOI: 10.1016/j.jslw.2025.101225

Lanxuan XIE , Lianjiang JIANG

{"title":"Promoting second language writing autonomy through digital multimodal composing","authors":"Lanxuan XIE , Lianjiang JIANG","doi":"10.1016/j.jslw.2025.101225","DOIUrl":"10.1016/j.jslw.2025.101225","url":null,"abstract":"<div><div>Previous studies have examined students’ autonomous language learning behaviors in digital multimodal composing (DMC). However, whether second language (L2) writing autonomy can be promoted through DMC remains underexplored. This study, conducted at a medical university in China, investigated changes in three second-year medical students’ L2 writing autonomy during a year-long DMC project. L2 writing autonomy is a pivotal factor in the students’ becoming strategic and effective L2 writers with a sense of social responsibility. Data were collected from observation, interviews, reflective journals, and student-authored DMC projects. Changes in the students’ L2 writing autonomy were identified by comparing their L2 writing purposes, feelings, and behaviors before and after the DMC projects. The factors mediating these changes were synthesized through thematic and multimodal analysis. The analysis revealed that the affordances provided by the authentic writing task, collaborative form, and multimodal remixing in DMC promoted the students’ willingness to engage, ability to compose, and freedom to experiment in L2 writing. These factors ultimately shaped changes in three domains of L2 writing autonomy: <em>autonomy as L2 writing learners</em>, <em>autonomy as L2 writing users</em>, and <em>autonomy as L2 writers.</em> The study provides an evidence-based pedagogical model of DMC aimed at promoting students’ L2 writing autonomy.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"69 ","pages":"Article 101225"},"PeriodicalIF":5.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144252910","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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Tracking the development in second language writers’ use of academic vocabulary in discipline-specific assignments 追踪第二语言作者在特定学科作业中使用学术词汇的发展

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-09-01 Epub Date: 2025-06-09 DOI: 10.1016/j.jslw.2025.101217

Thi Ngoc Yen Dang, Huahui Zhao, Natalie Finlayson

{"title":"Tracking the development in second language writers’ use of academic vocabulary in discipline-specific assignments","authors":"Thi Ngoc Yen Dang, Huahui Zhao, Natalie Finlayson","doi":"10.1016/j.jslw.2025.101217","DOIUrl":"10.1016/j.jslw.2025.101217","url":null,"abstract":"<div><div>Few longitudinal studies have examined the development of second language (L2) writers’ use of academic vocabulary in discipline-specific assignments. This study tracked the use of expert vocabulary and proficient novice vocabulary in assignments written by 230 L2 writers across two semesters of postgraduate study in Education and Engineering programs. Gardner and Davies’s (2014) Academic Vocabulary List (AVL) and Malmström et al.’s (2018) Productive Academic Vocabulary List (PAVL) were used to represent each kind of academic vocabulary respectively. Linear mixed-effects model analyses found that Education students used significantly more AVL words in Semester 2 than in Semester 1, but no significant differences were found in the case of Engineering. This indicates that Education students tend to use more expert vocabulary as they progress further in their academic study, but Engineering students did not. Students’ use of proficient novice vocabulary does not appear to change across semesters in either discipline. Analysis of the writing of individual students largely supports the findings of the group analysis, but also revealed that lexical development patterns varied depending on individuals. Together these findings demonstrate the complex nature of vocabulary development.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"69 ","pages":"Article 101217"},"PeriodicalIF":5.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144240111","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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Voice in L2 writing in the age of AI 人工智能时代第二语言写作的声音

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-09-01 Epub Date: 2025-05-27 DOI: 10.1016/j.jslw.2025.101212

Martha Sandstead, Amanda Kibler

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

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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 : 2025-09-01 Epub Date: 2025-06-30 DOI: 10.1016/j.jslw.2025.101229

Chaoran Wang, Zhongfeng Tian, M. Sidury Christiansen

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