Journal of Second Language Writing最新文献_第8页

JSLW editorial for June 2025 2025年6月JSLW社论

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-06-01 Epub Date: 2025-05-30 DOI: 10.1016/j.jslw.2025.101214

YouJin Kim, Stephen Doolan

引用次数: 0

The effects of incorporating mindset intervention in L2 English writing on Chinese college EFL students’ learning engagement and writing performance 二语写作融入思维干预对中国大学生英语学习投入和写作表现的影响

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-06-01 Epub Date: 2025-03-18 DOI: 10.1016/j.jslw.2025.101193

Jun Rong , Yaochen Deng , Dilin Liu

{"title":"The effects of incorporating mindset intervention in L2 English writing on Chinese college EFL students’ learning engagement and writing performance","authors":"Jun Rong , Yaochen Deng , Dilin Liu","doi":"10.1016/j.jslw.2025.101193","DOIUrl":"10.1016/j.jslw.2025.101193","url":null,"abstract":"<div><div>Language mindsets are an emerging research topic in the analysis of EFL learners’ motivation and learning outcome. However, research on incorporating mindset intervention in L2 writing classes is scarce. The current study explores whether employing two specific types of mindset interventions would result in more positive L2 writing mindset, stronger learning engagement, and improved writing performance. To this end, the study implemented a one-semester long quasi-experiment involving 210 EFL students from six intact writing classes at a university in Mainland China. The participating students were assigned to one of three conditions: a) EG1 (experimental group 1, explicit-intervention-only); b) EG2 (experimental group 2, combined-intervention with both explicit and implicit growth mindset interventions); c) CG (control group). The results revealed significant effects of the two intervention conditions on L2 writing mindsets, learning engagement, and writing performance. Furthermore, the EG2 students, who received both explicit and implicit interventions, exhibited higher positive effects in all three dependent variables than students who received only explicit mindset intervention or no intervention although some of the effect sizes of the between-groups measures were medium or small. This study highlights the importance of incorporating mindset interventions in L2 writing classes. Pedagogical and research implications are also discussed.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"68 ","pages":"Article 101193"},"PeriodicalIF":5.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143643655","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

University students’ engagement with generative AI-supported automated writing evaluation (AWE) feedback 大学生参与生成人工智能支持的自动写作评估（AWE）反馈

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-06-01 Epub Date: 2025-04-14 DOI: 10.1016/j.jslw.2025.101203

Steven Yeung

{"title":"University students’ engagement with generative AI-supported automated writing evaluation (AWE) feedback","authors":"Steven Yeung","doi":"10.1016/j.jslw.2025.101203","DOIUrl":"10.1016/j.jslw.2025.101203","url":null,"abstract":"<div><div>Studies have shown that engagement with automated writing evaluation (AWE) feedback can have a positive impact on writing development. With the emergence of generative AI (GAI), there is potential to improve AWE feedback and its reception by writers, calling for research on how writers work with GAI-supported AWE feedback. This study therefore aims to examine students’ behavioural, cognitive and affective engagement with such feedback through a GAI-powered AWE platform, <em>Learnalytics</em>. A qualitative, multiple-case study approach was adopted. Four undergraduate engineering students with diverse backgrounds and varying levels of writing proficiency at a university in Hong Kong were invited to use <em>Learnalytics</em> to complete and revise their drafts of a research report for capstone project courses. Data were collected through student drafts, computer screen recordings, stimulated recall sessions and semi-structured interviews, and were analysed qualitatively. Findings reveal how forms and levels of engagement were mediated by individual differences and various aspects of participants’ writing process, experience and considerations. This study contributes to the growing body of research into the intersection of GAI and L2 writing. (174 words)</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"68 ","pages":"Article 101203"},"PeriodicalIF":5.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143830363","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

June 2025 JSLW annotated bibliography 2025年6月JSLW注释书目

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-06-01 Epub Date: 2025-05-31 DOI: 10.1016/j.jslw.2025.101213

Lia Plakans, Carol Severino, Xinyue Shui

引用次数: 0

Impacts of independent language skills and writing strategies on integrated writing performance of Chinese secondary EFL students 独立语言技能和写作策略对中国中学生综合写作成绩的影响

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-06-01 Epub Date: 2025-05-09 DOI: 10.1016/j.jslw.2025.101209

Ying Xu, Meijuan Zeng, Mengjia Huang

{"title":"Impacts of independent language skills and writing strategies on integrated writing performance of Chinese secondary EFL students","authors":"Ying Xu, Meijuan Zeng, Mengjia Huang","doi":"10.1016/j.jslw.2025.101209","DOIUrl":"10.1016/j.jslw.2025.101209","url":null,"abstract":"<div><div>This study aims to explore the mechanism by which independent language skills and writing strategies impact the integrated writing (IW) performance of Chinese secondary English as a Foreign Language (EFL) students. Focusing on the story continuation writing task (SCWT) from the National Matriculation English Test (NMET) in China, we gathered data from 219 eleventh-grade students, including their performances on an independent reading test, an independent writing task, an SCWT, responses to a writing strategy questionnaire, and interviews with six students. The results indicated that the connecting and evaluating strategies significantly correlated with IW performance. Independent reading and writing skills together accounted for 29.90 % of the variance in IW scores, suggesting that IW skill is not just a sum of independent language skills. This finding was supported by interview data. Notably, independent writing skill was found to be more influential than independent reading skill in IW. Path analysis demonstrated that independent writing skill has a direct positive effect on IW performance, with the connecting strategy mediating the impact of both independent language skills. Implications of these findings for the conceptual understanding of and pedagogical approaches to IW are discussed.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"68 ","pages":"Article 101209"},"PeriodicalIF":5.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143928290","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

Charting L2 argumentative writing: A systematic review 图表L2议论文写作：系统回顾

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-06-01 Epub Date: 2025-05-09 DOI: 10.1016/j.jslw.2025.101208

Mohammad Amini Farsani , Paul Stapleton , Hamid R. Jamali

{"title":"Charting L2 argumentative writing: A systematic review","authors":"Mohammad Amini Farsani , Paul Stapleton , Hamid R. Jamali","doi":"10.1016/j.jslw.2025.101208","DOIUrl":"10.1016/j.jslw.2025.101208","url":null,"abstract":"<div><div>Instilling in students the ability to argue effectively is one of the most important responsibilities of educators at any level. This may be why so much focus is put on the quality of reasoning in schools and universities both in L1 and L2 contexts, especially when arguments appear in written form. Research conducted on L2 written argumentation has covered myriad aspects in educational contexts which calls for the need to provide a big picture view of the types of studies conducted and their associated scholars. Accordingly, in the present study, we reviewed 108 articles on L2 argumentative writing research from 2003 to 2023 adopting a synthetic approach to investigate the impact of theoretical orientations, research methodology, and the main topics of interest. The findings revealed L2 written argumentation has gathered global interest across all educational levels. Primary topic focuses were on language usage, pedagogy, and assessment, while there was less interest in the actual quality of the argumentative content. The most frequently used theoretical frameworks were theories related to modified Toulmin models, cognition, society and culture (i.e., sociocultural theory), linguistic complexity, and genre. Research methodologies were mostly quantitative. Implications and recommendations for those working on L2 argumentative writing are discussed.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"68 ","pages":"Article 101208"},"PeriodicalIF":5.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143928289","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 : 2025-04-15 DOI: 10.1016/j.jslw.2025.101206

Chenze Wu , Albert W. Li

引用次数: 0

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-03-12 DOI: 10.1016/j.jslw.2025.101192

Angela Hakim , Danilo Calle, Nergis Danis, Widya Kusumaningrum, Febriana Lestari, Hwee Jean Lim, Inyoung Na, Duong Nguyen

引用次数: 0

IF 5 1区文学

Journal of Second Language Writing Pub Date : 2025-03-01 DOI: 10.1016/j.jslw.2025.101189

Xuehua Fu , Lawrence Jun Zhang

引用次数: 0

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 : 2025-03-01 Epub 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":"2025-03-01","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