Journal of Second Language Writing最新文献

英文中文

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 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-04-14 DOI: 10.1016/j.jslw.2025.101203

Steven Yeung

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, Learnalytics. 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 Learnalytics 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)

研究表明，参与自动写作评估（AWE）反馈可以对写作发展产生积极影响。随着生成式人工智能（GAI）的出现，有可能改善AWE反馈以及作者对其的接受程度，因此需要研究作者如何使用AI支持的AWE反馈。因此，本研究旨在通过ai驱动的AWE平台Learnalytics，研究学生的行为、认知和情感参与。采用了定性的多案例研究方法。香港一所大学的四名背景各异、写作水平各异的工科本科生被邀请使用Learnalytics来完成和修改他们的研究报告草稿，该报告将用于顶点项目课程。研究人员通过学生草稿、电脑屏幕录音、刺激回忆环节和半结构化访谈等方式收集数据，并对数据进行定性分析。研究结果揭示了参与的形式和水平如何受到个体差异和参与者写作过程、经验和考虑的各个方面的影响。这项研究为GAI和第二语言写作的交叉研究做出了贡献。(174字)

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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 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-03-18 DOI: 10.1016/j.jslw.2025.101193

Jun Rong , Yaochen Deng , Dilin Liu

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.

语言思维是分析外语学习者学习动机和学习效果的新兴研究课题。然而，将思维方式干预纳入二语写作课堂的研究却很少。本研究探讨采用两种特定类型的心态干预是否会导致更积极的第二语言写作心态，更强的学习投入，并提高写作成绩。为此，本研究对中国大陆一所大学六个完整写作班的210名英语学生进行了为期一个学期的准实验。参与的学生被分配到三种情况中的一种：a) EG1（实验组1，仅显式干预）；b) EG2（实验组2，结合外显和内隐成长心态干预）；c) CG（对照组）。结果显示，两种干预条件对二语写作心态、学习投入和写作表现均有显著影响。此外，接受外显和内隐干预的EG2学生在所有三个因变量上都比只接受外显心态干预或不接受干预的学生表现出更高的积极效应，尽管组间测量的一些效应量为中等或较小。本研究强调了在二语写作课堂中引入思维干预的重要性。本文还讨论了教学和研究意义。

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引用次数: 0

IF 5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-03-12 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

Influence of a perspective oriented task, executive function, and trait perspective taking on EFL Writing 视角导向任务、执行功能和特质视角对英语写作的影响

IF 5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-03-10 DOI: 10.1016/j.jslw.2025.101191

Turgut Coşkun , Nur Yigitoglu Aptoula

This study adopted a cognitive approach and investigated the effect of a writing task on the passages composed by B2-level EFL learners by considering their executive function and trait perspective-taking capabilities. The experimental group was exposed to a perspective-oriented writing task. Most importantly, they were asked to read three short messages shared by their audience, then take their perspective and write down whatever came to their minds. A perspective-neutral control group was also asked to read the messages but was not encouraged to take the audience's perspective. They were just asked to write down whatever came to their minds. Then, both groups tried to write a convincing passage and completed four executive function tasks and a trait perspective-taking scale. The results revealed that exposing B2-level EFL learners to a perspective-oriented task increased the overall writing quality of the participants if they have high executive function or trait perspective-taking capabilities. These findings confirm the importance of a task for directing and managing cognitive resources and show the executive function's central role and trait perspective-taking’s importance in writing. The tasks that encourage employing these individual resources may enrich the instructor toolboxes.

本研究采用认知方法，考察了写作任务对英语二级学习者执行功能和换位思考能力的影响。实验组被要求完成以视角为导向的写作任务。最重要的是，他们被要求阅读听众分享的三条短消息，然后从他们的角度出发，写下他们的想法。一个观点中立的对照组也被要求阅读这些信息，但不鼓励他们站在听众的角度看问题。他们只是被要求写下他们想到的任何东西。然后，两组都试着写一篇令人信服的文章，并完成四项执行功能任务和一项特质换位思考量表。研究结果表明，如果二级英语学习者具有较高的执行功能或具有特质的观点接受能力，那么将他们暴露在以观点为导向的任务中可以提高参与者的整体写作质量。这些发现证实了指导和管理认知资源的任务的重要性，并显示了执行功能的核心作用和特征换位思考在写作中的重要性。鼓励使用这些个人资源的任务可以丰富教师的工具箱。

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引用次数: 0

IF 5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-03-01 DOI: 10.1016/j.jslw.2025.101189

Xuehua Fu , Lawrence Jun Zhang

引用次数: 0

March 2025 JSLW Annotated Bibliography 2025年3月JSLW注释书目

IF 5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-03-01 DOI: 10.1016/j.jslw.2025.101188

Carol Severino, Lia Plakans, Wenqi Zheng, Xinyue Shui

引用次数: 0

Using AI-text generated mentor texts for genre-based pedagogy in second language writing 在第二语言写作中使用人工智能文本生成的指导文本进行体裁教学法

IF 5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-03-01 DOI: 10.1016/j.jslw.2025.101184

Luciana C. de Oliveira , Allessandra Elisabeth dos Santos

This article explores the integration of Generative Artificial Intelligence (GenAI) tools as a resource to augment the writing of mentor texts for second language (L2) writing instruction. We show how two AI-generated mentor texts demonstrate typical stages and language features in two genres: Cyclical Explanation and Discussion. Guided by the theoretical perspective of systemic functional linguistics, this article identifies key language features in these mentor texts. We highlight how AI text generators integrated into the Teaching and Learning Cycle (TLC) can offer an unprecedented resource in L2 writing classrooms to identify genre features for L2 writers.

本文探讨了生成式人工智能（GenAI）工具的集成，作为一种资源来增强第二语言（L2）写作教学的指导文本的写作。我们展示了两个人工智能生成的指导文本如何以两种类型（周期性解释和讨论）展示典型的阶段和语言特征。本文以系统功能语言学的理论视角为指导，确定了这些导师文本的主要语言特征。我们强调人工智能文本生成器如何集成到教学和学习周期（TLC）中，可以为第二语言写作课堂提供前所未有的资源，以识别第二语言作家的体裁特征。

引用次数: 0

JSLW editorial for March 2025 2025年3月JSLW社论

IF 5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-03-01 DOI: 10.1016/j.jslw.2025.101190

YouJin Kim, Stephen Doolan

引用次数: 0

Collaborative writing based on generative AI models: Revision and deliberation processes in German as a foreign language 基于生成人工智能模型的协作写作：德语作为外语的修订和审议过程

IF 5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-03-01 DOI: 10.1016/j.jslw.2025.101185

Marije Michel , Iryna Bazhutkina , Niklas Abel , Carola Strobl

The introduction of generative AI (GenAI, e.g., ChatGPT) has transformed second language (L2) writing practices. Writers need to learn how to critically employ the tools’ affordances to maximise their learning and L2 instructors face the challenge of guiding students through these novel contexts (cf. Sasaki, 2023). Also collaborative writing (CW) interventions have to find ways how to include GenAI as another technology that impacts the effectiveness of CW as an instructional L2 writing tool (cf. Storch, 2022; Su et al., 2023). In this study, we present an in-depth analysis of how GenAI influences revision and deliberation processes during CW within four writing pairs (N = 8; aged 18–23) engaging in a classroom-based intervention that tasked them to compare their own writing with GenAI models. We analysed screen recordings of evolving revision behaviours, changes in text quality as well as joint discussions among pairs. Complementing Strobl, Menke-Bazhutkina, Abel, and Michel (2024), the current paper (i) relates writers’ revision behaviour to text quality evaluated for functional adequacy (Kuiken & Vedder, 2017); and (ii) presents a fine-grained review of dialogues to identify patterns of CW revisions in interaction with GenAI models. Findings shed new light on CW models (Storch, 2009) in the digital era where GenAI is implemented in L2 writing and revision instruction.

生成式人工智能（GenAI，例如ChatGPT）的引入已经改变了第二语言（L2）的写作实践。作者需要学习如何批判性地使用工具的功能，以最大限度地提高他们的学习效果，第二语言教师面临着引导学生通过这些新环境的挑战（参见Sasaki， 2023）。此外，协作写作（CW）干预措施必须找到方法，将GenAI作为另一种影响协作写作作为第二语言教学写作工具有效性的技术(参见Storch, 2022；苏等人，2023)。在本研究中，我们深入分析了GenAI如何在四个写作对中影响CW的修订和审议过程(N = 8；（18-23岁）参与了一项以课堂为基础的干预活动，任务是让他们将自己的写作与GenAI模型进行比较。我们分析了不断变化的复习行为的屏幕记录，文本质量的变化以及成对之间的联合讨论。作为strobel， Menke-Bazhutkina， Abel和Michel（2024）的补充，当前的论文(i)将作者的修改行为与功能充充性评估的文本质量联系起来(Kuiken &；Vedder说,2017);（ii）对对话进行细粒度的回顾，以确定与GenAI模型相互作用的CW修订模式。研究结果揭示了数字时代的CW模型（Storch, 2009），在这个时代，GenAI在第二语言写作和复习教学中得到了实施。

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引用次数: 0

Exploring complexity at the lexis-grammar interface: Diversity and sophistication of verb-argument structures in L2 Dutch writing 探索词汇-语法界面的复杂性：二语荷兰语写作中动词-论点结构的多样性和复杂性

IF 5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-02-14 DOI: 10.1016/j.jslw.2025.101183

Rachel Rubin , Bram Bulté , Magali Paquot , Alex Housen

Phraseological complexity has received increasing attention within L2 complexity research, with studies calculating a range of quantitative measures targeting various types of phraseological units. One of the main aims of this research has been to establish an empirical link between phraseological complexity and L2 proficiency. The present study expands upon existing research by investigating phraseological complexity in a corpus of L2 Dutch writing collected from the B1, B2, and C1 levels of the Certificaat Nederlands als Vreemde Taal (CNaVT) exams. To this end, measures of verb-argument structure (VAS) diversity and sophistication, respectively operationalized as the type-token ratio (TTR) and mean mutual information (MI) score of these units, are calculated, alongside similar sophistication measures for verb + direct object dependencies. The complexity measures are entered as predictors in multiple regression models predicting the assessed proficiency of the learners, as indicated by their numeric overall exam scores. Results indicate that the measure of VAS sophistication, in particular, demonstrates strong potential as a quantitative measure to include alongside measures of dependency-based phraseological units. Not only does this measure exhibit a clear relationship with learner proficiency at the advanced stages, it also appears to supplement the predictive ability of existing phraseological complexity measures.

短语复杂性在第二语言复杂性研究中受到越来越多的关注，研究计算了一系列针对不同类型短语单位的定量测量。本研究的主要目的之一是建立短语复杂性和二语熟练程度之间的实证联系。本研究在现有研究的基础上进行了扩展，通过调查从荷兰语言证书（cnvt）考试的B1， B2和C1级别收集的二语荷兰语写作语料库中的短语复杂性。为此，计算了动词参数结构（VAS）多样性和复杂程度的度量，分别作为这些单元的类型标记比（TTR）和平均互信息（MI）分数进行操作，以及动词+ 直接对象依赖性的类似复杂程度度量。复杂性度量作为预测因素输入到多元回归模型中，预测学习者的评估能力，正如他们的数字总体考试分数所表明的那样。结果表明，VAS复杂性的测量，特别是，显示出强大的潜力，作为一种定量测量，包括基于依赖的短语单位的测量。这种测量方法不仅与高级阶段的学习者熟练程度有明确的关系，而且似乎还补充了现有的短语复杂性测量方法的预测能力。

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