Journal of Second Language Writing最新文献_第5页

Can digital collaborative writing intervention promote L2 learners’ writing performance and co-regulated learning: A mixed-methods design 数字协作写作干预能否促进二语学习者的写作表现和协同调节学习：一种混合方法设计

IF 4.5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-08-13 DOI: 10.1016/j.jslw.2025.101233

Jinyun Pan, Lin Sophie Teng

Grounded in sociocultural theory, this intervention study adopted an explanatory sequential mixed-methods approach to examine the linguistic effect of digital collaborative writing (CW) on Chinese English as a foreign language (EFL) learners’ writing development and the non-linguistic effect on their collective strategies for co-regulated learning (CoRL). Two intact classes of EFL learners from a Chinese university were assigned to either an experimental group (n = 34) or a control group (n = 42). Over 15 weeks, the experiment group attended a CW intervention via the online platform Shimo, while the control group completed the same writing tasks individually. Pre- and post-writing tests were used to examine EFL learners’ writing development using an analytic scoring rubric and fine-grained indices of complexity, accuracy, and fluency. Self-report questionnaires were employed to investigate learners’ CoRL strategies during collaboration. Two post-task interviews were conducted with 12 students from the experimental group to gather in-depth insights into the effect of CW with the affordance of digital tools. Quantitative results revealed that the experimental group outperformed the control group in overall writing scores and linguistic accuracy. They also reported an increased level of CoRL strategies compared to the control group. Qualitative findings elucidated that digital CW served as linguistic mediation for promoting writing proficiency and provided social and meta-cognitive scaffolding for fostering co-regulation among peers. The findings reveal that social interactions and collective scaffoldings can promote L2 learners’ cognitive and psychological development.

本研究以社会文化理论为基础，采用解释顺序混合方法研究数字协作写作（CW）对中国英语学习者写作发展的语言影响，以及对共同调节学习集体策略（CoRL）的非语言影响。来自中国一所大学的两个完整的英语学习者班级被分为实验组（n = 34）和对照组（n = 42）。在15周的时间里，实验组通过在线平台Shimo进行CW干预，而对照组则单独完成相同的写作任务。写作前和写作后测试使用分析评分标准和细粒度的复杂性、准确性和流畅性指标来检查英语学习者的写作发展。采用自述式问卷调查学习者在合作过程中的外语学习策略。我们对实验组的12名学生进行了两次任务后访谈，以深入了解在数字工具的支持下连续学习的效果。定量结果显示，实验组在整体写作得分和语言准确性方面优于对照组。与对照组相比，他们还报告了CoRL策略水平的提高。定性研究结果表明，数字连续语对提高写作水平起到语言中介作用，并为促进同伴间的共同调节提供了社会和元认知框架。研究结果表明，社会互动和集体搭建能够促进二语学习者的认知和心理发展。

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引用次数: 0

IF 4.5 1区文学 Q1 LINGUISTICS

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

The impact of MT as a writing tool on EFL academic writing: A qualitative linguistic analysis 翻译作为一种写作工具对英语学术写作的影响：一个定性的语言学分析

IF 5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-07-21 DOI: 10.1016/j.jslw.2025.101231

Elisabet Comelles, Natalia J. Laso

The widespread use of English in academic publishing compels many researchers to write their work in English as a Foreign Language (EFL) to ensure global dissemination. To improve their written proficiency, they frequently rely on resources such as online dictionaries, grammar checkers, and Machine Translation (MT) systems. This paper explores whether the use of MT can effectively support EFL Spanish researchers in writing academic papers in English. To this aim, we recruited 16 Spanish researchers who wrote an abstract in English and another one in Spanish. The Spanish abstract was translated using MT and then post-edited by the researchers themselves. Both the EFL abstract and the MT-translated/post-edited abstract were subsequently edited by a professional editor to ensure they met publication standards. A comparative analysis of the edited versions revealed that the combination of MT and self-post-editing resulted in fewer edits related to language mechanics. However, adjustments were still needed to fully align with English academic writing conventions. Overall, the findings suggest that MT, when combined with self-post-editing, can be a useful tool in enhancing the quality of academic texts produced by EFL Spanish researchers. This study offers valuable insights into the potential of MT as a resource that can assist EFL academic writing.

英语在学术出版中的广泛使用迫使许多研究人员使用英语作为外语（EFL）来撰写他们的工作，以确保全球传播。为了提高他们的写作能力，他们经常依赖在线词典、语法检查器和机器翻译（MT）系统等资源。本文探讨了机器翻译的使用是否能有效地支持外语西班牙语研究者用英语撰写学术论文。为此，我们招募了16名西班牙研究人员，他们分别用英语和西班牙语写了一份摘要。西班牙语摘要是用MT翻译的，然后由研究人员自己进行后期编辑。英语摘要和mt翻译/后期编辑的摘要随后都由专业编辑进行编辑，以确保它们符合出版标准。通过对编辑版本的对比分析发现，机器翻译与自我后期编辑相结合，减少了与语言机制相关的编辑。然而，调整仍然需要完全符合英语学术写作惯例。总的来说，研究结果表明，MT与自我后期编辑相结合，可以成为提高英语西班牙语研究人员制作的学术文本质量的有用工具。本研究对MT作为辅助英语学术写作资源的潜力提供了有价值的见解。

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引用次数: 0

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 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-07-04 DOI: 10.1016/j.jslw.2025.101226

Jingting Yuan , Qiuhan Lin , John Sie Yuen Lee

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 overall propositional connectedness and mean discourse distance 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.

复杂性是第二语言写作发展的一个重要特征。虽然很多衡量二语写作熟练程度的指标已经确立，但它们主要关注学习者文本的词汇和句法复杂性。语篇复杂性（DC），特别是关于命题之间的联系和关系，尽管它在二语写作中的语篇组织中很重要，但仍未得到充分的研究。本研究从绝对和相对/认知两个维度调查了第二语言书面生产的DC测量。基于修辞结构理论（RST）建立了216篇议论文依存树库，以考察欧洲共同语言参考框架（CEFR）中三个水平的学习者文本中的话语结构。我们的分析表明，更熟练的第二语言作者倾向于在内容发展和组织中产生更复杂的逻辑修辞关系，更长的修辞长度和更强的命题连通性。此外，我们发现整体命题连通性和平均语篇距离都能够区分CEFR A2、B1和B2+水平的文本，并且可以作为二语写作熟练程度的有用指标。这些发现不仅在语篇层面上对二语复杂性提供了新的见解，而且对二语写作课堂上的连贯和修辞组织教学具有教学意义。

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引用次数: 0

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 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-07-01 DOI: 10.1016/j.jslw.2025.101230

Haerim Hwang , Xingyu Chang, Jiaxin Sun

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.

许多研究都强调了生成式人工智能（AI）技术在第二语言写作方面的最新进展。然而，这些研究大多依赖于反映研究人员观点的前测/后测设计或访谈/问卷调查方法。为了扩大对这一主题的研究，我们采取了两种方法。首先，我们通过分析二语英语学习者在写作过程中收集的电脑屏幕记录，来研究二语英语学习者如何在写作任务中实时使用ChatGPT。其次，我们通过分析他们对开放式问题的回答来探索他们如何看待ChatGPT的有用性。频率和时间序列分析表明，参与者主要利用ChatGPT来产生想法，特别是在写作的初始阶段。他们也会在写作过程的后期使用它，尽管频率和时间都不那么频繁，用于单词/语法搜索/检查、润色和示例生成，以及想法生成。对开放式问题回答的语义网络分析进一步揭示，参与者普遍对ChatGPT持积极态度，重视其在内容创作和时间管理方面的帮助，同时也表达了一些担忧。研究结果强调了生成式人工智能在促进第二语言写作方面的潜力，并提出了数字素养的重要性。

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引用次数: 0

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 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-06-30 DOI: 10.1016/j.jslw.2025.101229

Chaoran Wang, Zhongfeng Tian, M. Sidury Christiansen

引用次数: 0

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 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-06-27 DOI: 10.1016/j.jslw.2025.101228

Sathena Chan , Daniel M.K. Lam

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.

尽管迄今为止的许多写作研究表明，高水平和低水平的二语写作者有不同的写作行为，但对与意义相关的修改（与语法或格式的表面变化相比，影响文本含义的变化）以及这种修改是否以及如何对文本产生影响的研究相对较少。采用微观分析方法，本研究调查了6名青少年L1和L2英语作家的实时修改行为，这些行为是通过击键记录程序捕获的。该分析比较了两组之间的修订行为、语境（即地点）和方向（即焦点）的修订措施，并定性地检查了修订对增强文本演变的具体方式。研究结果显示，第二语言作者更多地关注地方层面的修改，而第一语言作者的修改更多地具有文本层面的影响（例如，连贯、论证）。在此基础上，我们讨论了使用击键记录数据作为诊断反馈来检查意义相关修改对文本影响的价值，并为第二语言写作课堂的教学和反馈活动提出建议。

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引用次数: 0

The development and validation of a scale on student AI literacy in L2 writing: A domain-specific perspective 第二语言写作中学生人工智能读写能力量表的开发和验证：一个特定领域的视角

IF 5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-06-18 DOI: 10.1016/j.jslw.2025.101227

Linlin Xu , Lu Zhang , Ling Ou , Di Wang

Artificial Intelligence (AI) is transforming the educational landscape, especially in second language (L2) writing, reshaping how students approach the learning and practice of L2 writing. This shift has highlighted the importance of student AI literacy, which enables students to harness the power of AI tools and navigate the complexities of L2 writing more effectively and responsibly. Despite its significance, research on student AI literacy in L2 writing remains scarce, and there is a notable absence of instruments to measure, diagnose and track its development among L2 student writers. Heeding the call for developing psychometrically validated scales tailored to specific domains or disciplines, this study aims to develop and validate the L2 Writing-Student AI Literacy Scale (L2W-SAILS) for teachers and students to operationalise and assess student AI literacy in L2 writing. Building on relevant seminal works, this study proposed a four-dimension AI literacy framework, including ‘understanding’, ‘use’, ‘evaluation’, and ‘ethics’. Guided by this framework, a 22-item self-reported questionnaire on student AI literacy was developed and validated through exploratory and confirmatory factor analysis involving respectively 435 and 350 Chinese university students. The results confirm that the L2W-SAILS is a reliable measurement scale for assessing student AI literacy in L2 writing, and the proposed four-dimension model is a robust representation of student AI literacy. The findings also contribute to a pedagogical framework that informs AI-assisted teaching and learning of L2 writing.

人工智能（AI）正在改变教育格局，特别是在第二语言（L2）写作方面，重塑了学生学习和练习第二语言写作的方式。这一转变凸显了学生人工智能素养的重要性，它使学生能够利用人工智能工具的力量，更有效、更负责任地驾驭第二语言写作的复杂性。尽管具有重要意义，但关于第二语言写作中学生人工智能素养的研究仍然很少，而且明显缺乏测量、诊断和跟踪第二语言学生写作发展的工具。为了响应开发针对特定领域或学科的心理测量学验证量表的呼吁，本研究旨在开发和验证第二语言写作-学生人工智能素养量表（L2W-SAILS），以便教师和学生在第二语言写作中操作和评估学生的人工智能素养。在相关开创性研究的基础上，本研究提出了一个四维人工智能素养框架，包括“理解”、“使用”、“评估”和“伦理”。在此框架的指导下，我们编制了一份包含22个项目的学生人工智能素养自我报告问卷，并分别对435名和350名中国大学生进行了探索性和验证性因素分析。结果证实，L2W-SAILS是评估学生第二语言写作中人工智能素养的可靠测量量表，所提出的四维模型是学生人工智能素养的稳健表征。研究结果还有助于建立一个教学框架，为第二语言写作的人工智能辅助教学和学习提供信息。

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引用次数: 0

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 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-06-10 DOI: 10.1016/j.jslw.2025.101225

Lanxuan XIE , Lianjiang JIANG

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: autonomy as L2 writing learners, autonomy as L2 writing users, and autonomy as L2 writers. The study provides an evidence-based pedagogical model of DMC aimed at promoting students’ L2 writing autonomy.

已有研究考察了学生在数字多模态写作中的自主语言学习行为。然而，是否可以通过DMC促进第二语言（L2）写作自主权仍未得到充分探讨。本研究在中国一所医科大学进行，调查了三名二年级医学生在为期一年的DMC项目中外语写作自主性的变化。二语写作自主性是学生成为具有社会责任感的有策略的、有效的二语作者的关键因素。数据收集自观察、访谈、反思日志和学生撰写的DMC项目。通过比较DMC项目前后学生的二语写作目的、感受和行为，可以发现学生二语写作自主性的变化。通过主题和多模态分析综合了这些变化的中介因素。分析表明，DMC中真实的写作任务、协作形式和多模态混合提供的启示促进了学生在二语写作中的参与意愿、写作能力和实验自由。这些因素最终形成了二语写作自主性的三个领域的变化：二语写作学习者的自主性、二语写作使用者的自主性和二语写作者的自主性。本研究提供了一种基于证据的DMC教学模式，旨在提高学生的二语写作自主性。

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引用次数: 0

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 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-06-09 DOI: 10.1016/j.jslw.2025.101217

Thi Ngoc Yen Dang, Huahui Zhao, Natalie Finlayson

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.

很少有纵向研究考察了第二语言（L2）作者在特定学科作业中使用学术词汇的发展。本研究追踪了230名教育与工程专业研究生在两个学期的写作任务中专家词汇和熟练新手词汇的使用情况。分别使用Gardner and Davies（2014）的Academic Vocabulary List （AVL）和Malmström et al.（2018）的Productive Academic Vocabulary List （PAVL）来表示每一种学术词汇。线性混合效应模型分析发现，教育专业学生在第二学期使用的AVL词汇显著多于第一学期，而工程专业学生使用AVL词汇的差异不显著。这表明，随着教育专业的学生在学术学习上的进步，他们倾向于使用更多的专业词汇，而工程专业的学生则没有。学生对熟练新手词汇的使用在两个学科的学期中似乎没有变化。对学生个人写作的分析在很大程度上支持了群体分析的结果，但也揭示了词汇发展模式因个体而异。总之，这些发现证明了词汇发展的复杂性。

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引用次数: 0