Journal of Second Language Writing最新文献

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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 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-06-07 DOI: 10.1016/j.jslw.2025.101216

Xin Rong, Andrea Révész

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.

在这项研究中，我们调查了任务复杂性在多大程度上影响了写作行为、相关的认知活动，以及第二语言（L2）用户在协作写作环境中完成综合任务所产生的文本。参与者是56名具有欧洲共同语言参考框架（CEFR） B2和C1水平的中国第二语言使用者。他们被随机分成28对。每组都完成了两个认知复杂程度不同的阅读-写作任务。简单的任务版本要求参与者总结一篇文章，而复杂的任务版本要求参与者通过整合三篇文章中的信息来写一篇摘要。参与者的打字行为通过击键记录软件被记录下来。在第二项任务之后，八对被试被邀请进行刺激回忆访谈。一系列的线性混合效应模型发现，简单的任务版本激发了更高的速度流畅性，更长和更频繁的停顿，并提高了语言复杂性和功能充分性。这些发现，连同受刺激的回忆注释，表明简单任务版本减轻了文本组织的认知负担，释放了语言编码的资源。

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引用次数: 0

IF 5 1区文学 Q1 LINGUISTICS

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

JSLW editorial for June 2025 2025年6月JSLW社论

IF 5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-06-01 DOI: 10.1016/j.jslw.2025.101214

YouJin Kim, Stephen Doolan

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 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-06-01 DOI: 10.1016/j.jslw.2025.101213

Lia Plakans, Carol Severino, Xinyue Shui

引用次数: 0

Voice in L2 writing in the age of AI 人工智能时代第二语言写作的声音

IF 5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-05-27 DOI: 10.1016/j.jslw.2025.101212

Martha Sandstead, Amanda Kibler

Recent developments in artificial intelligence (AI) and the release of ChatGPT, a Large Language Model (LLM) or chatbot, have left researchers and practitioners scrambling to consider how these tools fit into L2 writing instruction and how to design policies and practices around their use. Furthermore, as texts generated from these tools potentially get closer to sounding human, the following question arises: How do writers represent their identities in writing and why does it matter? The concept of “voice” in writing has been used to describe the presence of the authors’ identities in text. In this paper, we define voice in writing, both in human composed texts and AI written/assisted texts. We argue that voice is an important theoretical construct to consider in conversations about AI and its use in L2 writing instruction.

人工智能（AI）的最新发展和ChatGPT（一种大型语言模型（LLM）或聊天机器人）的发布，让研究人员和从业者争先恐后地考虑这些工具如何适用于第二语言写作教学，以及如何围绕它们的使用设计政策和实践。此外，随着这些工具生成的文本可能越来越接近人类，下面的问题就出现了：作家如何在写作中表现他们的身份，为什么这很重要？写作中的“声音”概念被用来描述作者身份在文本中的存在。在本文中，我们定义了写作中的语音，包括人类撰写的文本和人工智能撰写/辅助文本。我们认为，在关于人工智能及其在第二语言写作教学中的应用的对话中，语音是一个重要的理论结构。

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 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-05-16 DOI: 10.1016/j.jslw.2025.101211

Kaixuan Wang , Lawrence Jun Zhang , Maria Cooper

It is well-documented that metacognitive instruction is significant in helping L2 learners generate written texts (Wenden, 1998; Xu, 2023). 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.

有充分的证据表明，元认知教学在帮助二语学习者生成书面文本方面具有重要意义(Wenden, 1998；徐,2023)。然而，关于元认知教学与协作写作干预如何促进学习者的个人写作发展，人们知之甚少。为了填补研究空白，我们从两个班招募了62名中国英语学习者，他们被随机分配到实验组和对照组。实验组在进行协作写作干预前接受协作写作元认知指导，对照组接受正常指导。写作成绩的提高是通过三个来自雅思写作题库的写作任务来衡量的，包括内容、组织、词汇、语言使用、机制和总分等方面的表现。结果表明，元认知教学与协作写作的结合显著提高了被试的个人写作得分。本研究为元认知教学与协作写作结合的有效性提供了实证支持，强调了元认知教学对写作发展和促进学习者自我调节的积极影响。

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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 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-05-09 DOI: 10.1016/j.jslw.2025.101209

Ying Xu, Meijuan Zeng, Mengjia Huang

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.

本研究旨在探讨独立语言技能和写作策略对中国中学英语学生综合写作成绩的影响机制。以中国国家预科英语考试（NMET）中的故事延续写作任务（SCWT）为研究对象，我们收集了219名11年级学生的数据，包括他们在独立阅读测试、独立写作任务、故事延续写作任务中的表现、对写作策略问卷的回答，以及对6名学生的采访。研究结果表明，连接策略和评价策略与网络信息学绩效显著相关。独立阅读和独立写作能力共同占IW分数方差的29.90 %，这表明IW技能不仅仅是独立语言技能的总和。这一发现得到了访谈数据的支持。值得注意的是，独立写作技能比独立阅读技能更有影响力。通径分析表明，独立写作技能对学生的劳动绩效有直接的正向影响，而连接策略在这两种独立语言技能的影响中起中介作用。本文讨论了这些发现对IW的概念理解和教学方法的影响。

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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 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-05-09 DOI: 10.1016/j.jslw.2025.101208

Mohammad Amini Farsani , Paul Stapleton , Hamid R. Jamali

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.

向学生灌输有效辩论的能力是各级教育工作者最重要的职责之一。这可能就是为什么在学校和大学里，无论是在第一语言还是第二语言语境中，推理的质量都受到如此多的关注，尤其是当论点以书面形式出现时。对第二语言书面论证的研究涵盖了教育背景下的无数方面，这就需要对所进行的研究类型及其相关学者提供一个大的视角。因此，在本研究中，我们回顾了2003年至2023年间关于第二语言议论文写作研究的108篇文章，采用综合方法来研究理论取向、研究方法和主要兴趣主题的影响。研究结果显示，第二语言的书面论证已经引起了全球所有教育水平的兴趣。主要的主题集中在语言使用、教学法和评估上，而对议论文内容的实际质量兴趣较少。最常用的理论框架是与修正的图尔敏模型、认知、社会和文化（即社会文化理论）、语言复杂性和类型相关的理论。研究方法主要是定量的。讨论了对第二语言议论文写作的启示和建议。

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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 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-05-02 DOI: 10.1016/j.jslw.2025.101210

Zhenhao Cao , Zhicheng Mao

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.

虽然之前的研究已经考察了数字多模态写作（DMC）在第二语言写作中的有效性以及教师对它的看法或态度，但教师概念化DMC的方式（即教师对DMC的概念信念和想法）仍未得到充分探索。对这些概念的深入研究是至关重要的，因为它们为影响教师对DMC的理解和教学决策的潜在认知框架提供了有价值的见解。本研究利用多模态可视化反思、口头报告和半结构化访谈收集的数据，对20位中国高校英语写作教师的DMC隐喻概念进行了研究。通过对20个隐喻的分析，将其分为四类：作为进化的DMC、作为系统的DMC、作为不确定性来源的DMC和作为传统写作教学的补充的DMC。我们的研究结果阐明了教师对DMC概念化的复杂性和重要作用，强调了可能形成这些概念化的各种个人和情境因素。本研究通过探讨教师对二语写作中DMC的概念信念和观念，对现有的学术研究做出了贡献，为写作教师教育和未来的DMC研究提供了有价值的启示。

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引用次数: 0

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 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-04-28 DOI: 10.1016/j.jslw.2025.101207

Peter Thwaites , Magali Paquot

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.

比较判断（CJ）是一种评估方法，它通过对学习者的学习成果进行大量的两两比较来生成量表，将每个项目从强到弱进行排序。最近的研究表明，将CJ与各种评估招聘的方法（包括社区驱动和众包方法）相结合，有望成为评估第二语言写作的方法，特别是出于研究目的。然而，到目前为止，大多数研究只使用相对简单，易于评估的文本集来测试CJ。目前仍没有足够的证据表明该方法有潜力评估更复杂的文本，特别是当比较是由众包评估人员进行时。本研究试图通过测试一种众包形式的CJ的可靠性和有效性来解决这个问题，以评估比早期研究中使用的文本更长、主题更多样化、熟练程度更均匀的文本。结果表明，CJ可以与众包评委一起进行，以产生可靠的第二语言写作评估，并提供并发效度的初步证据。然而，在效率方面也存在缺陷。

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