Journal of Second Language Writing最新文献

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IF 4.5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-10-27 DOI: 10.1016/j.jslw.2025.101259

Zheng Wang

引用次数: 0

IF 4.5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-10-17 DOI: 10.1016/j.jslw.2025.101256

Yunyun Chen, Shuhong Li, Zhihong Wang, Lianrui Yang

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Task repetition and L2 written performance: A meta-analysis 任务重复与第二语言写作表现：一项元分析

IF 4.5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-10-16 DOI: 10.1016/j.jslw.2025.101255

Mahmoud Abdi Tabari , Jingyuan Zhuang , Mahsa Farahanynia

This meta-analysis investigates the effects of task repetition (TR) on the syntactic complexity, accuracy, lexical complexity, and fluency (CALF) of second language (L2) written production. The study included 31 studies, with 65 unique samples. Results from three-level meta-analytic models revealed that task repetition had a positive effect on all CALF constructs, with significant effect sizes for accuracy (d = 1.19), lexical complexity (d = 0.75), fluency (d = 0.50), and syntactic complexity (d = 0.37). These findings suggest that TR is particularly beneficial for accuracy and lexical complexity but less effective for fluency and syntactic complexity. Variance analysis indicated that differences between primary samples accounted for the largest portion of total variance in all CALF constructs. Further moderator analyses revealed that factors such as spacing interval, number of repetitions, and feedback moderated the effects: Longer spacing intervals were associated with smaller effects, while more repetitions generally resulted in larger effects. Compared to TR without feedback, TR with feedback showed a statistically significant advantage for accuracy, a non-significant advantage for syntactic complexity and fluency, and a disadvantage for lexical complexity. This study provides valuable insights into optimizing TR within task-based language teaching (TBLT) to enhance L2 written production.

本荟萃分析探讨了任务重复（TR）对第二语言书面写作的句法复杂性、准确性、词汇复杂性和流畅性（CALF）的影响。这项研究包括31项研究，有65个独特的样本。三水平元分析模型的结果显示，任务重复对所有CALF构念都有积极影响，其中准确性（d = 1.19）、词汇复杂性（d = 0.75）、流畅性（d = 0.50）和句法复杂性（d = 0.37）的影响显著。这些发现表明，TR对准确性和词汇复杂性特别有益，但对流利性和句法复杂性的效果较差。方差分析表明，在所有CALF结构中，主要样本之间的差异占总方差的最大部分。进一步的调节分析表明，间隔时间、重复次数和反馈等因素会调节这种影响：间隔时间越长，影响越小，而重复次数越多，影响越大。与没有反馈的翻译相比，有反馈的翻译在准确性上有统计学上显著的优势，在句法复杂性和流畅性上有不显著的优势，在词汇复杂性上有劣势。本研究为优化任务型语言教学（TBLT）中的TR以提高二语书面产出提供了有价值的见解。

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引用次数: 0

Timely and timeless topic: Global Englishes in L2 writing pedagogy and challenges 及时和永恒的主题：全球英语第二语言写作教学和挑战

IF 4.5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-10-06 DOI: 10.1016/j.jslw.2025.101252

Ryuko Kubota

引用次数: 0

From algorithms to annotations: Rethinking feedback practices in academic writing through AI-human comparison 从算法到注释：通过AI-human比较重新思考学术写作中的反馈实践

IF 4.5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-10-04 DOI: 10.1016/j.jslw.2025.101254

Hadi Kashiha

While ChatGPT has gained prominence in education for its efficiency, little is known about how its feedback compares to that of human instructors, particularly in English for Academic Purposes (EAP) settings with second language (L2) writers. This study examined how ChatGPT and instructors used epistemic strategies (assertiveness vs. mitigation) and delivery methods (monologic vs. dialogic) in their evaluative comments on 200 academic introductions written by Malaysian L2 students. The findings revealed that both feedback sources employed mitigation comparably to foster a face-saving environment for receiving academic criticism. However, instructors demonstrated greater assertiveness and relied more on dialogic feedback, reflecting their authoritative role in guiding revisions and prompting interaction. Conversely, ChatGPT predominantly provided monologic feedback, offering immediate and grammatically sound but static comments. The most common blend in both sources was mitigation combined with dialogic delivery, which highlights a balance between flexibility and engagement. Overall, the study indicates that while AI feedback can complement human input, it often lacks the adaptability and interpersonal depth of instructor responses. These insights inform EAP and L2 writing pedagogy by pointing to the value of blended feedback models that leverage AI’s efficiency while retaining the interactive and authoritative qualities of human expertise.

虽然ChatGPT因其效率而在教育领域获得了突出的地位，但很少有人知道它的反馈与人类教师的反馈相比如何，特别是在有第二语言（L2）作者的学术英语（EAP）环境中。本研究考察了ChatGPT和教师如何在对马来西亚第二语言学生撰写的200篇学术介绍的评价评论中使用认知策略（自信vs缓和）和传递方法（独白vs对话）。研究结果显示，两种反馈源都采用了缓解措施，为接受学术批评营造了一个体面的环境。然而，教师表现出更大的自信，更多地依赖于对话反馈，反映出他们在指导修订和促进互动方面的权威作用。相反，ChatGPT主要提供单一反馈，提供即时的、语法正确的静态注释。这两种来源最常见的混合是缓解与对话交付相结合，这突出了灵活性与参与之间的平衡。总体而言，该研究表明，虽然人工智能反馈可以补充人类输入，但它往往缺乏教师反应的适应性和人际深度。这些见解通过指出混合反馈模型的价值，为EAP和L2写作教学提供了信息，这些模型利用了人工智能的效率，同时保留了人类专业知识的互动性和权威性。

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引用次数: 0

The plurality of English in Global Englishes 全球英语中的英语多元性

IF 4.5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-10-03 DOI: 10.1016/j.jslw.2025.101253

Yachao Sun

This response to Christine Tardy’s paper affirms the value of Global Englishes (GE) and Global Englishes Language Teaching (GELT) for multilingual writing while arguing that effective implementation requires an explicit ideological stance on English plurality within GE. Drawing on frameworks between World Englishes (WE) and translingualism, and on the homogenizing tendencies of GenAI, this response paper contends that teachers need guidance for when to preserve, adapt, or normalize linguistic features. Building on Tardy’s “why” and “what,” this paper focuses on “how”: calling for clarifying English plurality within GE to inform instruction, assessment, and calibrated GenAI use, thereby fostering inclusive, rhetorically responsive, and transparent classroom ecologies.

对Christine Tardy的论文的回应肯定了全球英语（GE）和全球英语语言教学（GELT）对多语言写作的价值，同时认为有效实施需要在GE内部对英语多元化有明确的意识形态立场。根据世界英语和翻译主义之间的框架，以及GenAI的同质化趋势，这篇回应论文认为，教师需要指导何时保留、适应或规范语言特征。以Tardy的“为什么”和“什么”为基础，本文将重点放在“如何”上：呼吁澄清通用电气内部的英语多元化，以指导教学、评估和校准通用电气的使用，从而促进包容、修辞反应和透明的课堂生态。

引用次数: 0

Developing students’ reflexive knowledge through EAP instruction 通过EAP教学培养学生的反身性知识

IF 4.5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-09-26 DOI: 10.1016/j.jslw.2025.101245

Yan (Olivia) Zhang , Ken Hyland

Being reflective means thinking deeply and thoughtfully about one's experiences, thoughts, and emotions, fostering greater self-awareness and understanding. It is a process of self-examination and a skill learners need to develop to fully articulate their ideas and interpretations in writing. While increasing attention is now devoted to promoting students’ reflective practice, instruction that develops their reflexive knowledge remains underexplored. Based on analyses of an EAP teaching context in China, we show how sequenced tasks (guided textual analysis, multi-source feedback, collaborative text reworking and self-assessment) can enhance students’ reflection-on-practice and their use of various kinds of knowledge (cognitive, linguistic, cultural, assessment) in situated contexts. Through analyses of students’ group exemplar and self-feedback, we discuss students’ engagement and reflective judgement in writing through resources of teacher instruction, peer-assisted learning and self-assessment.

反思意味着对一个人的经历、想法和情感进行深入而深思的思考，培养更强的自我意识和理解。这是一个自我检查的过程，也是学习者需要发展的技能，以充分表达他们的想法和书面解释。虽然现在越来越多的关注致力于促进学生的反思性实践，但开发他们的反思性知识的教学仍未得到充分的探索。基于对中国EAP教学情境的分析，我们展示了顺序任务（引导文本分析、多源反馈、协作文本重写和自我评估）如何提高学生的实践反思能力以及他们在情境中对各种知识（认知、语言、文化、评估）的使用。通过对学生群体范例和自我反馈的分析，我们通过教师指导、同伴辅助学习和自我评价等资源来讨论学生在写作中的参与度和反思性判断。

引用次数: 0

EFL undergraduate students’ thinking and awareness in genre-based writing: Conceptualizing rhetorical moves and experimenting with linguistic knowledge 英语本科生体裁写作中的思维与意识：修辞动作的概念化与语言知识的实验

IF 4.5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-09-25 DOI: 10.1016/j.jslw.2025.101243

Naoko Mochizuki

In genre-based writing classes, students’ understanding and application of genre concepts vary based on their backgrounds and contexts. However, the thought processes underlying students’ genre-based writing remain understudied, particularly in undergraduate English for General Academic Purposes (EGAP) classes in English as a Foreign Language (EFL) settings. To address this gap, this ethnographic case study explores students’ thinking and awareness during genre-based academic essay writing in EGAP classes I taught at a university in Japan. Data were collected from students’ genre analysis of a sample text, drafts, annotated revised essays, written reflections, and recordings of writing conferences. The analysis reveals shifts in students’ reading stances during genre analysis, and their simplistic conceptualizations of perceived genre characteristics (e.g., rhetorical moves) and their experimentations with L2 linguistic knowledge based on rhetorical considerations (e.g., to express own thoughts in the text) during text construction. These findings highlight students’ evolving genre knowledge, genre and language needs, and potential for learning, as well as gaps in my genre-based teaching. Informed by critical reflection on my teaching practices, pedagogical implications emphasize the importance of promptly eliciting and addressing students’ emerging needs during text construction through explicit guidance and metacognitive scaffolding.

在体裁写作课上，学生对体裁概念的理解和应用会因背景和语境的不同而有所不同。然而，学生基于体裁的写作背后的思维过程仍未得到充分研究，特别是在英语作为外语（EFL）设置的本科通用学术英语（EGAP）课程中。为了解决这一差距，这个民族志案例研究探讨了我在日本一所大学教授的EGAP课程中，学生在基于体裁的学术论文写作过程中的思考和意识。数据收集自学生对样本文本的体裁分析、草稿、带注释的修改文章、书面反思和写作会议记录。分析揭示了学生在体裁分析过程中阅读立场的转变，以及他们在语篇构建过程中对体裁特征的简单概念化（如修辞动作）和基于修辞考虑（如在语篇中表达自己的想法）对二语语言知识的实验。这些发现突出了学生不断发展的体裁知识、体裁和语言需求、学习潜力，以及我基于体裁的教学中的差距。通过对我教学实践的批判性反思，教学暗示强调通过明确的指导和元认知支架在文本构建过程中迅速引出和解决学生新出现的需求的重要性。

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引用次数: 0

Syntactic complexity and L2 Chinese proficiency: An analysis of Malaysian CSL learners’ writing 句法复杂性与二语汉语熟练程度：马来西亚CSL学习者写作分析

IF 4.5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-09-24 DOI: 10.1016/j.jslw.2025.101242

Zhouye Zhu, Wenxin Xiong

A substantial body of research has investigated the role of syntactic complexity in gauging second language (L2) learners’ writing performance, but Malaysian Chinese-as-a-second-language (CSL) learners remain largely underexplored. This study examined the relationship between syntactic complexity and L2 Chinese proficiency in Malaysian CSL learners’ writing. Our data consisted of a corpus of 976 essays written by Malaysian CSL learners over eight consecutive semesters spanning four academic years. Each essay was analyzed using 13 syntactic complexity measures based on length, quantity and dependency distance at both global and phrasal levels. Results revealed that 12 of the 13 indices showed significant differences across four proficiency levels, with mean dependency distance of sentence having the largest effect size. Our findings contribute to the multidimensional measurement of L2 syntactic complexity, promote a more inclusive representation of learner diversity in L2 writing research, and offer valuable insights for L2 Chinese writing research and pedagogy.

大量的研究已经调查了句法复杂性在衡量第二语言（L2）学习者写作表现中的作用，但马来西亚汉语作为第二语言（CSL）学习者在很大程度上仍未得到充分的研究。本研究考察了马来西亚对外汉语学习者写作中句法复杂性与二语汉语熟练程度的关系。我们的数据包括马来西亚CSL学习者在四个学年中连续八个学期写的976篇论文的语料库。每篇文章使用13种句法复杂性指标进行分析，这些指标基于长度、数量和依赖距离，在全球和短语层面都是如此。结果显示，13项指标中有12项在4个熟练程度上存在显著差异，其中句子平均依赖距离的效应量最大。我们的研究结果有助于对二语句法复杂性的多维测量，促进二语写作研究中学习者多样性的包容性表现，并为二语汉语写作研究和教学提供有价值的见解。

引用次数: 0

Embracing Global Englishes approach to teaching multilingual writing via EIL-aware Teacher Education 采用全球英语的方法，通过eil意识教师教育教授多语言写作

IF 4.5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-09-24 DOI: 10.1016/j.jslw.2025.101244

Roby Marlina

This paper responds to Christine Tardy’s observation of multilingual writing teachers’ lack of engagement with scholarship on writing pedagogy with the Global Englishes orientation. It explores how the EIL-aware Teacher Education framework can be applied to multilingual writing teacher development, with the aim of preparing practitioners to teach writing through the Global Englishes lens. Specifically, it illustrates how teachers can be supported through three interconnected phases – Exposure, Critical Awareness, and Action Plan – that progressively foster reflection, awareness, and pedagogical transformation. It concludes with a discussion of challenges and reflections, highlighting the need to move beyond the academic sphere to realise a more pluricentric and context-sensitive approach to writing pedagogy.

本文回应了克里斯汀·塔迪关于多语种写作教师缺乏与全球英语取向的写作教育学学术接触的观察。它探讨了如何将意识到eil的教师教育框架应用于多语言写作教师的培养，目的是为从业者通过全球英语的视角教授写作做好准备。具体来说，它说明了如何通过三个相互关联的阶段——曝光、批判性意识和行动计划——来支持教师，逐步促进反思、意识和教学转变。它以挑战和反思的讨论结束，强调需要超越学术领域，实现更多元中心和上下文敏感的写作教学方法。

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