Journal of Second Language Writing最新文献_第7页

The effects of task complexity on second language writing processes and products in computer-assisted collaborative writing 计算机辅助协作写作中任务复杂性对第二语言写作过程和成果的影响

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-09-01 Epub Date: 2025-06-07 DOI: 10.1016/j.jslw.2025.101216

Xin Rong, Andrea Révész

{"title":"The effects of task complexity on second language writing processes and products in computer-assisted collaborative writing","authors":"Xin Rong, Andrea Révész","doi":"10.1016/j.jslw.2025.101216","DOIUrl":"10.1016/j.jslw.2025.101216","url":null,"abstract":"<div><div>In this study, we investigated the extent to which task complexity impacted writing behaviors, associated cognitive activities, and resulting texts of second language (L2) users completing integrated tasks in collaborative writing contexts. The participants were 56 Chinese users of L2 English, with Common European Framework of Reference for Languages (CEFR) B2 and C1 proficiency. They were organized into 28 randomly assigned pairs. Each pair completed two reading-to-write tasks which varied in cognitive complexity. The simple task version required participants to summarize a single text, while the complex task version asked participants to write a summary by integrating information presented in three texts. Participants’ typing behaviors were recorded via keystroke logging software. Eight pairs were invited to stimulated recall interviews after the second task. A series of linear mixed-effects models found that the simple task version elicited higher speed fluency, longer and more frequent pauses, and improved linguistic complexity and functional adequacy. These findings, together with the stimulated recall comments, suggest that the simple task version reduced cognitive burden on text organization, freeing up resources for linguistic encoding.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"69 ","pages":"Article 101216"},"PeriodicalIF":5.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144240114","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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Generative AI is useful for second language writing, but when, why, and for how long do learners use it? 生成式人工智能对第二语言写作很有用，但学习者何时、为什么以及使用多长时间？

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-09-01 Epub Date: 2025-07-01 DOI: 10.1016/j.jslw.2025.101230

Haerim Hwang , Xingyu Chang, Jiaxin Sun

{"title":"Generative AI is useful for second language writing, but when, why, and for how long do learners use it?","authors":"Haerim Hwang , Xingyu Chang, Jiaxin Sun","doi":"10.1016/j.jslw.2025.101230","DOIUrl":"10.1016/j.jslw.2025.101230","url":null,"abstract":"<div><div>Numerous studies have highlighted the benefits of recent advancements in generative artificial intelligence (AI) technology for second language (L2) writing. However, most of these studies have relied on pretest/posttest designs or interview/questionnaire methods that reflect the researchers’ perspectives. To expand the research on this topic, we take two approaches. Firstly, we investigate how L2 learners of English utilize ChatGPT in a writing task in real time by analyzing recordings of their computer screens collected throughout the writing process. Secondly, we explore how they perceive the usefulness of ChatGPT by analyzing their responses to an open-ended question. Frequency and time-series analyses show that the participants primarily utilized ChatGPT to generate ideas, particularly during the initial stages of writing. They also used it later in the writing process, albeit less frequently and for less time overall, for a word/grammar search/check, polishing, and example generation, alongside idea generation. Semantic network analyses of their responses to the open-ended question further reveal that the participants generally held a positive opinion of ChatGPT, valuing its assistance in content creation and time management, while expressing some concerns. The results emphasize the potential of generative AI in facilitating L2 writing and suggest the importance of digital literacy.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"69 ","pages":"Article 101230"},"PeriodicalIF":5.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144517784","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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IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2025-08-12 DOI: 10.1016/j.jslw.2025.101234

Siting Zhu, Jun Lei

引用次数: 0

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-06-05 DOI: 10.1016/j.jslw.2025.101215

Wanyue Peng, Yingli Yang

引用次数: 0

Influence of a perspective oriented task, executive function, and trait perspective taking on EFL Writing 视角导向任务、执行功能和特质视角对英语写作的影响

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-06-01 Epub Date: 2025-03-10 DOI: 10.1016/j.jslw.2025.101191

Turgut Coşkun , Nur Yigitoglu Aptoula

{"title":"Influence of a perspective oriented task, executive function, and trait perspective taking on EFL Writing","authors":"Turgut Coşkun , Nur Yigitoglu Aptoula","doi":"10.1016/j.jslw.2025.101191","DOIUrl":"10.1016/j.jslw.2025.101191","url":null,"abstract":"<div><div>This study adopted a cognitive approach and investigated the effect of a writing task on the passages composed by B2-level EFL learners by considering their executive function and trait perspective-taking capabilities. The experimental group was exposed to a perspective-oriented writing task. Most importantly, they were asked to read three short messages shared by their audience, then take their perspective and write down whatever came to their minds. A perspective-neutral control group was also asked to read the messages but was not encouraged to take the audience's perspective. They were just asked to write down whatever came to their minds. Then, both groups tried to write a convincing passage and completed four executive function tasks and a trait perspective-taking scale. The results revealed that exposing B2-level EFL learners to a perspective-oriented task increased the overall writing quality of the participants if they have high executive function or trait perspective-taking capabilities. These findings confirm the importance of a task for directing and managing cognitive resources and show the executive function's central role and trait perspective-taking’s importance in writing. The tasks that encourage employing these individual resources may enrich the instructor toolboxes.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"68 ","pages":"Article 101191"},"PeriodicalIF":5.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143580840","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

Teachers’ conceptualizations of digital multimodal composing in L2 writing 教师对二语写作中数字多模态写作的概念

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-06-01 Epub Date: 2025-05-02 DOI: 10.1016/j.jslw.2025.101210

Zhenhao Cao , Zhicheng Mao

{"title":"Teachers’ conceptualizations of digital multimodal composing in L2 writing","authors":"Zhenhao Cao , Zhicheng Mao","doi":"10.1016/j.jslw.2025.101210","DOIUrl":"10.1016/j.jslw.2025.101210","url":null,"abstract":"<div><div>While previous research has examined the effectiveness of digital multimodal composing (DMC) in second language (L2) writing and teachers’ perceptions or attitudes towards it, the ways in which teachers conceptualize DMC (i.e., teachers’ conceptual beliefs and ideas of DMC) remain underexplored. An in-depth investigation of these conceptualizations is crucial, as they provide valuable insights into the underlying cognitive frameworks that influence teachers’ understandings and pedagogical decisions regarding DMC. This study examines the metaphorical conceptualizations of DMC among 20 EFL writing teachers at Chinese universities, utilizing data gathered through multimodal visualization reflections, verbal reports, and semi-structured interviews. The analysis revealed 20 metaphors categorized into four metaphorical categories: DMC as an evolution, DMC as a system, DMC as a source of uncertainty, and DMC as an addition to traditional writing pedagogy. Our findings illuminate the complexity and important role of teachers’ conceptualizations of DMC, highlighting various individual and contextual factors that may shape these conceptualizations. The current study contributes to the existing scholarship by probing into teachers’ conceptual beliefs and ideas of DMC in L2 writing, offering valuable implications for writing teacher education and future DMC research.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"68 ","pages":"Article 101210"},"PeriodicalIF":5.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143900134","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

Taking stock of metacognitive strategies and collaborative writing for EFL learners’ writing development 元认知策略与协作写作对英语学习者写作发展的影响

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-06-01 Epub Date: 2025-05-16 DOI: 10.1016/j.jslw.2025.101211

Kaixuan Wang , Lawrence Jun Zhang , Maria Cooper

{"title":"Taking stock of metacognitive strategies and collaborative writing for EFL learners’ writing development","authors":"Kaixuan Wang , Lawrence Jun Zhang , Maria Cooper","doi":"10.1016/j.jslw.2025.101211","DOIUrl":"10.1016/j.jslw.2025.101211","url":null,"abstract":"<div><div>It is well-documented that metacognitive instruction is significant in helping L2 learners generate written texts (<span><span>Wenden, 1998</span></span>; <span><span>Xu, 2023</span></span>). However, little is known about how metacognitive instruction in conjunction with collaborative writing interventions would contribute to learners’ individual writing development. To fill the research gap, we recruited 62 Chinese EFL learners from two classes, who were randomly allocated to either an experimental group or a control group. The experimental group received metacognitive instruction for collaborative writing before engaging in collaborative writing interventions, while the control group received normal instructions. Improvement in writing performance was gauged through three essay writing tasks sourced from the IELTS writing test bank, measuring performance across dimensions including content, organisation, vocabulary, language use, mechanics, and overall scores. Results indicated that the combination of metacognitive instruction and collaborative writing significantly enhanced participants’ individual writing scores. This study provides empirical support for the effectiveness of incorporating metacognitive instruction with collaborative writing, emphasising its positive impact on writing development and the promotion of learner self-regulation.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"68 ","pages":"Article 101211"},"PeriodicalIF":5.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144069453","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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Testing crowdsourcing as a means of recruitment for the comparative judgement of L2 argumentative essays 测试众包作为第二语言议论文比较判断的招募手段

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-06-01 Epub Date: 2025-04-28 DOI: 10.1016/j.jslw.2025.101207

Peter Thwaites , Magali Paquot

{"title":"Testing crowdsourcing as a means of recruitment for the comparative judgement of L2 argumentative essays","authors":"Peter Thwaites , Magali Paquot","doi":"10.1016/j.jslw.2025.101207","DOIUrl":"10.1016/j.jslw.2025.101207","url":null,"abstract":"<div><div>Comparative judgement (CJ) is an assessment method in which a large number of pairwise comparisons between learner productions are used to generate scales ranking each item from strongest to weakest. Recent research has suggested that combining CJ with various approaches to judge recruitment, including community-driven and crowdsourcing methods, holds promise as a method of assessing L2 writing, especially for research purposes. However, the majority of studies to date have tested CJ only using relatively simple, easily evaluated sets of texts. There remains insufficient evidence of the method’s potential for assessing more complex texts, particularly when the comparisons are being conducted by crowdsourced assessors. This study seeks to address this problem by testing the reliability and validity of a crowdsourced form of CJ for the assessment of texts which are longer, more topically diverse, and more homogeneous in proficiency than those used in earlier studies. The results suggest that CJ can be conducted with crowdsourced judges to generate reliable assessments of L2 writing, and provide initial evidence of concurrent validity. However, there are drawbacks in terms of efficiency.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"68 ","pages":"Article 101207"},"PeriodicalIF":5.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143878582","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

Verbal diversity within constructions as a predictor of L2 writing proficiency 结构中的言语多样性对二语写作能力的预测作用

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-06-01 Epub Date: 2025-04-23 DOI: 10.1016/j.jslw.2025.101205

Xiaopeng Zhang , Xiaofeng Yang

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Multi-dimensional analysis of Japanese native speakers’ L2 Chinese writing 日本人第二语言汉语写作的多维分析

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-06-01 Epub Date: 2025-04-21 DOI: 10.1016/j.jslw.2025.101204

Qin Xu , Tomoji Tabata , Yu Zhu

{"title":"Multi-dimensional analysis of Japanese native speakers’ L2 Chinese writing","authors":"Qin Xu , Tomoji Tabata , Yu Zhu","doi":"10.1016/j.jslw.2025.101204","DOIUrl":"10.1016/j.jslw.2025.101204","url":null,"abstract":"<div><div>Using corpus-based multi-dimensional analysis (MDA), this study investigated the linguistic variation in Chinese narrative and argumentative writing produced by native Chinese speakers (L1) and native Japanese students learning Chinese as a second language (L2). Results of exploratory factor analysis indicated three functional dimensions: (1) verb-centered narrative discourse versus noun-centered abstract informative discourse, (2) richness of lexical output, and (3) adverbial modification. Post hoc multiple comparison results of analyses of variance revealed that Chinese narrative and argumentative styles of writing show significant stylistic differences in Dimensions 1 and 2. Specifically, Chinese narrative writing shows a verb-centered narrative style, whereas argumentative writing employs an overall noun-centered abstract information style, and the vocabulary richness of the former style was significantly lower than that of the latter. The following significant differences were observed between L1 and L2 writing: (1) in Chinese narrative writing, L2 students were significantly weaker than L1 speakers in verb-centered narrative style, vocabulary richness, and adverbial modification, and (2) in argumentative writing, L2 students were significantly weaker than L1 speakers in vocabulary richness. Overall, this study successfully applies MDA to L2 Chinese writing across registers, confirming that MDA can provide insights into L2 Chinese writing.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"68 ","pages":"Article 101204"},"PeriodicalIF":5.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143855000","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