Journal of Second Language Writing最新文献

英文中文

An analysis of the impact of the L1 on bilinguals' writing competence 母语对双语者写作能力的影响分析

IF 5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-01-31 DOI: 10.1016/j.jslw.2025.101182

Paula Elosua, David Lasagabaster

The research fields of second language acquisition in general and L2 writing in particular have been dominated by studies in which English is the language under scrutiny. However, many different researchers have claimed that it is high time to consider languages other than English (LOTEs), since multilingualism is the norm rather than the exception all over the world. In particular, minority languages have been largely overlooked in the literature on L2 writing, a research gap that this study intends to fill in. With this objective in mind, this research examines the impact of the participants’ L1 (Basque or Spanish) on their written production. The sample was made up of 9767 participants from the Basque Autonomous community in Spain, who completed a writing test aimed at assessing the C1 level (Common European Framework of Reference for Languages) in Basque in five different points in time. The results revealed differences in writing competence in favour of L1=Basque participants when compared with their L1=Spanish counterparts, especially as far as the criterion of accuracy was concerned. The study concludes by providing insights that will be useful in other international educational contexts in which a minority and a majority language share co-official status.

第二语言习得的研究领域，特别是第二语言写作的研究一直以英语为研究对象。然而，许多不同的研究人员声称，现在是考虑英语以外的语言（LOTEs）的时候了，因为使用多种语言在世界各地是常态，而不是例外。特别是，少数民族语言在二语写作的文献中被很大程度上忽视了，本研究旨在填补这一研究空白。考虑到这一目标，本研究考察了参与者的母语（巴斯克语或西班牙语）对其书面生产的影响。样本由来自西班牙巴斯克自治区的9767名参与者组成，他们在五个不同的时间点用巴斯克语完成了旨在评估C1水平（欧洲共同语言参考框架）的写作测试。结果显示，与L1=西班牙语的参与者相比，L1=巴斯克语的参与者在写作能力方面存在差异，尤其是在准确性标准方面。该研究的结论是，在少数民族语言和多数语言共同享有官方地位的其他国际教育背景下，提供了有用的见解。

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引用次数: 0

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 Q1 LINGUISTICS

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

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.

人工智能（AI）引导的聊天机器人作为第二语言写作教学的辅助工具的整合已经引起了人们的关注，但关于教师如何将这些工具纳入他们的反馈实践以及影响这一过程的因素仍然存在不确定性。为了解决这些差距，本研究以活动理论为框架，对来自中国南方两所公立中学的13名中学英语教师进行了调查。老师们使用人工智能引导的聊天机器人Kimi来支持他们对学生写作的反馈。结果表明，Kimi反馈与教师反馈在数量、长度、重点、类型等方面存在差异，Kimi反馈与教师主动反馈存在互补关系。此外，该研究确定了在人工智能支持的教师反馈背景下活动系统的关键组成部分，包括主题、目标、中介人工制品、社区、规则和劳动分工。本研究为人工智能引导的聊天机器人在支持教师反馈方面的促进作用提供了经验证据。研究结果强调了人工智能和教师反馈之间的潜在协同作用，有助于提高中学教育中的第二语言写作教学。

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引用次数: 0

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 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-01-28 DOI: 10.1016/j.jslw.2025.101180

Lindsey W. Rowe , Victoria Pennington

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.

多语学习者（MLs）经常在美国的英语学校学习，一个重要的研究领域是了解教师如何在这些背景下支持MLs的读写实践，例如翻译写作。本文运用译语理论和多模态理论，探讨二年级学生在接受译语指导后进行数字图书创作时的符号学选择。具体来说，我们的问题是：1)当学生被邀请使用他们全部的符号学（包括语言学）资源来撰写文本时，他们最初使用了哪些多模态、跨语言的资源？2)这些符号学资源是如何跨时间使用的，从而导致学生创作多模态的翻译文本？数据来自一个定性项目，包括教学的音频/视频记录和学生文本的图像。描述性编码和主题编码的发现说明了学生用来编写电子书的多种多模态、多语言资源，包括文本、图像和音频。研究结果还显示了学生如何通过讨论和使用跨语言和多模式资源来创作这些文本。对译语理论和教学法的启示进行了讨论。

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引用次数: 0

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 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-01-27 DOI: 10.1016/j.jslw.2025.101181

Wanli Yang , Chenming Lin

Through a translanguaging lens, this qualitative study explores how EFL students in China utilize generative AI, specifically ERNIE Bot, in their writing and examines their perceptions of its impact on their language development. Data were collected using a semi-structured interview and artefacts including interaction logs with AI and writing products from six college students with lower to intermediate language proficiency. Findings revealed that students actively engaged in translanguaging practices, leveraging their native language for problem-solving in writing, integrating semiotic resources for idea generation, and iteratively transforming ideas into English for the final writing product. The study also highlighted students’ mixed emotions and perceptions toward the use of generative AI in their writing process. The findings extend the existed understanding of translanguaging in EFL/L2 writing by incorporating generative AI tools, while call for cautious integration of these tools to support self-directed language learning.

通过跨语言视角，本定性研究探讨了中国的英语学生如何在写作中使用生成式人工智能，特别是ERNIE Bot，并考察了他们对其对语言发展影响的看法。数据是通过半结构化访谈和人工制品收集的，包括与人工智能的交互日志和来自六名语言水平较低至中等的大学生的写作产品。研究结果显示，学生积极参与跨语言实践，在写作中利用母语解决问题，整合符号学资源产生想法，并在最终的写作产品中将想法迭代地转化为英语。该研究还强调了学生对在写作过程中使用生成式人工智能的复杂情绪和看法。研究结果通过整合生成式人工智能工具，扩展了对EFL/L2写作中译语的现有理解，同时呼吁谨慎整合这些工具，以支持自主语言学习。

引用次数: 0

IF 5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-01-22 DOI: 10.1016/j.jslw.2025.101177

Hassan Mohebbi , Eunjeong Park

引用次数: 0

IF 5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-01-18 DOI: 10.1016/j.jslw.2025.101178

Ziqi Liu , Tsy Yih

引用次数: 0

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 Q1 LINGUISTICS

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

The exploration of how communicative purpose influences second language (L2) writing has a long-standing history. This study adapted the Register Functional (RF) approach as proposed by Biber et al. (2021) to investigate linguistic patterns in essays written in English for two different communicative purposes (narrative and descriptive) by the same L2 writers in an EFL context. We analyzed 55 narrative and 55 descriptive essays (N = 110) written by the same 55 students during one exam period. Using selective features and lexical analyses to identify key grammatical features and their lexical realizations. The study identified distinguishing linguistic features between narrative and descriptive essays that can be functionally interpreted and related to the communicative purpose of each essay type. Based on the findings, we illustrate how different communicative purposes have the potential to enhance L2 writers’ use of diverse lexico-grammatical features when writing.

关于交际目的如何影响第二语言写作的研究由来已久。本研究采用了Biber等人（2021）提出的语域功能（RF）方法，研究了同一位第二语言作者在英语语境中为两种不同的交际目的（叙述性和描述性）而写的英语文章中的语言模式。我们分析了55篇叙事性文章和55篇描述性文章（N = 110），这些文章都是由同一55名学生在一次考试期间写的。使用选择性特征和词汇分析来识别关键的语法特征及其词汇实现。该研究确定了叙事性和描述性文章之间的区别语言特征，这些特征可以被功能性地解释，并与每种文章类型的交际目的有关。基于这些发现，我们说明了不同的交际目的如何有可能增强二语作者在写作时使用不同的词汇语法特征。

引用次数: 0

IF 4.5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-01-01

引用次数: 0

IF 4.5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-01-01

引用次数: 0

IF 4.5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-01-01

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