Journal of Second Language Writing最新文献

英文中文

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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引用次数: 0

Verbal diversity within constructions as a predictor of L2 writing proficiency 结构中的言语多样性对二语写作能力的预测作用

IF 5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-04-23 DOI: 10.1016/j.jslw.2025.101205

Xiaopeng Zhang , Xiaofeng Yang

Constructional diversity in learners’ essays is a key predictor of second language (L2) writing proficiency, but it does not fully capture learners’ constructional knowledge. Proficient L2 use is characterized not only by a wide range of constructions but also by a richer variety of verbs within those constructions. This study examined the impact of verbal diversity on L2 writing proficiency by analyzing English verb-argument constructions in Chinese speakers’ essays. Results showed that: (i) verbal diversity was the strongest predictor of L2 writing proficiency, surpassing both constructional diversity and frequency-based measures; (ii) simple constructions were used more frequently and with a broader range of verbs than complex constructions; and (iii) proficient L2 writers exhibited greater verbal diversity in complex constructions while reducing reliance on simple constructions. In conclusion, L2 writing proficiency is determined by both the variety of constructions and the adept use of verbs within them.

学习者作文中的结构多样性是第二语言写作能力的关键预测指标，但它并不能完全反映学习者的结构知识。熟练使用第二语言的特点不仅是结构范围广泛，而且在这些结构中使用的动词种类也更丰富。本研究通过分析中国人作文中的英语动词论证结构，探讨了语言多样性对二语写作水平的影响。结果表明：(1)语言多样性是二语写作水平的最强预测因子，超过了结构多样性和基于频率的指标；（ii）与复杂结构相比，简单结构的使用频率更高，动词的使用范围也更广；熟练的二语写作者在复杂结构中表现出更大的语言多样性，同时减少了对简单结构的依赖。总之，二语写作的熟练程度取决于结构的多样性和其中动词的熟练使用。

引用次数: 0

Multi-dimensional analysis of Japanese native speakers’ L2 Chinese writing 日本人第二语言汉语写作的多维分析

IF 5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-04-21 DOI: 10.1016/j.jslw.2025.101204

Qin Xu , Tomoji Tabata , Yu Zhu

Using corpus-based multi-dimensional analysis (MDA), this study investigated the linguistic variation in Chinese narrative and argumentative writing produced by native Chinese speakers (L1) and native Japanese students learning Chinese as a second language (L2). Results of exploratory factor analysis indicated three functional dimensions: (1) verb-centered narrative discourse versus noun-centered abstract informative discourse, (2) richness of lexical output, and (3) adverbial modification. Post hoc multiple comparison results of analyses of variance revealed that Chinese narrative and argumentative styles of writing show significant stylistic differences in Dimensions 1 and 2. Specifically, Chinese narrative writing shows a verb-centered narrative style, whereas argumentative writing employs an overall noun-centered abstract information style, and the vocabulary richness of the former style was significantly lower than that of the latter. The following significant differences were observed between L1 and L2 writing: (1) in Chinese narrative writing, L2 students were significantly weaker than L1 speakers in verb-centered narrative style, vocabulary richness, and adverbial modification, and (2) in argumentative writing, L2 students were significantly weaker than L1 speakers in vocabulary richness. Overall, this study successfully applies MDA to L2 Chinese writing across registers, confirming that MDA can provide insights into L2 Chinese writing.

本研究采用基于语料库的多维分析（MDA），调查了以汉语为母语（L1）和以日语为母语（L2）学习汉语的学生在汉语叙事和议论文写作中的语言差异。探索性因子分析的结果显示了三个功能维度：(1)以动词为中心的叙事性语篇与以名词为中心的抽象信息语篇；(2)词汇输出的丰富性；(3)状语修饰。方差分析的事后多重比较结果显示，中国的叙事和议论文写作风格在第1维度和第2维度上存在显著的风格差异。具体而言，中国叙事写作呈现出以动词为中心的叙事风格，而议论文写作则呈现出整体以名词为中心的抽象信息风格，前者的词汇丰富度明显低于后者。在汉语叙事写作中，第二语言学生在动词中心叙事风格、词汇丰富度和状语修饰方面显著弱于母语人士；在议论文写作中，第二语言学生在词汇丰富度方面显著弱于母语人士。总体而言，本研究成功地将MDA应用于二语汉语跨语域写作，证实了MDA可以为二语汉语写作提供见解。

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引用次数: 0

IF 5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-04-15 DOI: 10.1016/j.jslw.2025.101206

Chenze Wu , Albert W. Li

引用次数: 0

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

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