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Selected bibliography of recent scholarship in second language writing J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2024-09-06 Colleen Brice, Carolina Pelaez-Morales
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Feng (Kevin)Jiang.Metadiscursive Nouns: Interaction and Persuasion in Disciplinary Writing2022RoutledgeNew York, NY234Hardback: US $182.00. Paperback: US $74.24 J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2024-09-03 Yajing Wu, Jingyuan Zhang, Hongyan Zhao
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Mariya Tseptsura and Todd Ruecke(2024)Mariya Tseptsura and Todd Ruecker (2024). Nonnative English-Speaking Teachers of U.S. College Composition: Exploring Identities and Negotiating Difference, 231 pp., $XX. J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2024-08-27 Majed Abdullah Alharbi, Omar Ahmed Alkhonini
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Writing the Research Paper: Multicultural Perspectives for Writing in English as a Second Language (Teaching and Learning English Language and Literacy Skills), Philip M. McCarthy, Khawlah Ahmed. Bloomsbury Academic, London (2022). 224 pp Hardback: US$ 95; Paperback: US$29.95; E-book: US$26.95. J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2024-08-09 Lu Huang, Liping Chen
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Usage-based approaches to assessing syntactic sophistication in second language writing: Interaction of genre and proficiency J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2024-08-05 Hyunwoo Kim, Eunseok Ro
Based on usage-based approaches to language learning, this study investigated how second language (L2) writers use verbs and argument structure constructions across different genres, while also exploring how this genre effect interacts with L2 writing proficiency. We analyzed five previously established usage-based indices using a learner corpus comprising argumentative and narrative essays elicited
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Graduate students’ use of ChatGPT for academic text revision: Behavioral, cognitive, and affective engagement J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2024-07-29 Svetlana Koltovskaia, Payam Rahmati, Hooman Saeli
Amidst the growing hype surrounding ChatGPT and its use for writing purposes, numerous studies have emerged, but there has been limited emphasis on investigating how individual students utilize it for text revision. Against this backdrop, the present study examined how six Iranian graduate ESL students from STEM fields engaged with ChatGPT when revising their academic research proposals. The study
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Western-trained Vietnamese teachers’ EFL writing instruction: A collaborative autoethnography of tensions, emotion, and agency from an activity theoretical perspective J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2024-07-27 Khoa Dang Truong, Anh Thi Nguyen
In response to the need for more attention to teachers of writing (Lee, 2024), this collaborative autoethnography (CAE) aims to explore the lived experiences of Western-trained teachers teaching EFL writing in the tertiary-level educational context of Vietnam. Drawing upon the concepts of systemic tensions, emotion, and agency from an activity theoretical perspective, we report on tensions we encountered
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Language quality, content, structure: What analytic ratings tell us about EFL writing skills at upper secondary school level in Germany and Switzerland J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2024-07-25 Stefan D. Keller, Julian Lohmann, Ruth Trüb, Johanna Fleckenstein, Jennifer Meyer, Thorben Jansen, Jens Möller
Argumentative writing in English as a foreign language (EFL) is an important skill in upper secondary education in Germany and Switzerland. This article provides insights into students’ EFL writing skills in the aspects of , , and (N = 2314 TOEFL argumentative essays from two time-points, beginning and end of Year 11). These essays were analyzed by trained human raters using analytic assessment rubrics
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The effects of completing collaborative or independent writing on the development of language use in individual writing J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2024-07-10 Ian Davison
This quasi-experimental classroom-based study (n = 128) assessed how individual writing developed after students had completed either collaborative or independent writing; specifically looking at the development of language use in writing and changes in the complexity, accuracy and fluency of individual writing completed before and after either collaborative or independent writing had been carried
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Verb argument constructions in argumentative essays by college-level Asian learners of English: Exploring the effects of English proficiency, acquisition context, and topic J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2024-06-29 Hang Li, Xin Yu
This study examined the effects of second language (L2) proficiency, acquisition context, and topic on the use of verb argument constructions (VACs) in Asian college-level L2 writers’ argumentative essays. A total of 776 essays written on two topics by 388 English as a Foreign Language (EFL) and English as a Second Language (ESL) writers of two L2 proficiency levels were used as data. Six indices informed
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Mapping the interactions between task sequencing, anxiety, and enjoyment in L2 writing development J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2024-06-13 Mahmoud Abdi Tabari, Gholam Hassan Khajavy, Julia Goetze
This study explores the relationships between task sequencing, task anxiety, task enjoyment, and second language (L2) writing development. While L2 writing is influenced by various factors, including task sequencing and learner-related variables, empirical evidence on the interactions between task sequencing and task emotions in L2 writing development is scarce. To address this gap, 75 L2 English students
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June 2024 JSLW Annotated Bibliography J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2024-06-08 Lia Plakans, Carol Severino, Susanah Xinyue Shui
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Getting a grip on the writing process: (Effective) approaches to write argumentative and narrative texts in L1 and L2 J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2024-06-07 Nina Vandermeulen, Eva Lindgren, Christian Waldmann, Maria Levlin
This study explored writing processes in two languages (L1-Swedish and L2-English) and in two text types (argumentative and narrative) of 158 upper-secondary students by analysing keystroke logging data. The main aim of this study was to identify effective writing processes of argumentative and narrative tasks in L1 and L2. First, results of the mixed effects model analysis showed that students' typical
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Writing in L2 Greek: Exploring the effect of L2 proficiency and learning context on complexity, accuracy, and fluency J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2024-04-04 Panagiotis Panagopoulos, Maria Andria, George Mikros, Spyridoula Varlokosta
Complexity, accuracy, and fluency (CAF) have been proposed as measures of L2 performance and are fundamental variables of written analysis. Empirical studies have shown how written production is developed across proficiency levels and have highlighted the impact of language learning context (second versus foreign) on such development. Despite research that analyzes L2 written production in relation
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Beyond words: L2 writing teachers’ visual conceptualizations of ChatGPT in teaching and learning J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2024-03-29 Wei Xu, Xiao Tan
Since its inception, ChatGPT has been characterized by L2 writing teachers with various metaphors, such as a and a . Complemented with text-based metaphorical conceptualizations, this research brief contributes ten visual conceptualizations of ChatGPT in L2 writing pedagogy from L2 writing teachers who teach in US higher education. Four themes emerged from our analysis of these visual conceptualizations:
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Is corrective feedback during telecollaboration beneficial? The effects of peer and teacher corrections on L2 writing proficiency J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2024-03-16 Lieselotte Sippel, Ines A. Martin
This study investigated the effectiveness of peer and teacher feedback during telecollaboration, specifically, a semester-long email exchange. Participants included 38 students from three sections of a second-semester German course at a US university. They were paired with 40 students of English at a high school in Germany. Of the three second-semester German sections, one group was assigned to a peer
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Theoretical perspectives and factors influencing machine translation use in L2 writing: A scoping review J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2024-03-12 Lianjiang Jiang, Rong Yu, Yi Zhao
Despite the increasing popularity of machine translation in second language (L2) writing, the theoretical perspectives and complex factors shaping its use remain under synthesized. This article reviews research on machine translation use in L2 writing to identify major models and factors that shape teachers’ and students’ employment of machine translation. Theoretical perspectives underpinning machine
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Cyclical interplay between L2 writing, WCF processing and rewriting: Explaining modification and consolidation in L2 development J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2024-02-19 Ali Rastgou
Although different empirical studies have recently explored the L2 writing–SLA interfaces, how L2 writers modify and consolidate their linguistic knowledge with different levels of perceived complexity remains underexplored. Featuring the qualitative phase of a longitudinal, mixed-methods study with the aim of complementarity, the current study explored the perspectives of 20 low- to mid-intermediate
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Expanding the collaborative writing research framework: A longitudinal analysis of how collaborative and independent writers orient to writing spaces J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2024-02-15 Gary G. Fogal
Recent reviews of the L2 collaborative writing (CW) literature have highlighted a propensity for researchers to rely on learner and task-related variables to explore CW phenomena. However, this focus limits how scholars conceptualize CW by overlooking the wider educational context that accompanies CW activities and how writers orient to said spaces. Investigating how writers perceive the CW landscape
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March 2024 JSLW Annotated Bibliography J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2024-02-15 Carol Severino, Lia Plakans, Xinyue Shui, Susanah
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A measure of EFL argumentative writing cognitive load: Scale development and validation J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2024-02-07 Jiu Li, Jianhua Wang
Writing requires substantial cognitive processing; when writing, cognitive load emerges due to the limited working memory. Research has investigated cognitive load as an explanatory concept in L2 writing, although there are a few instruments for measuring. Accordingly, the present study aims to develop and validate the EFL Argumentative Writing Cognitive Load Scale. Initially, stimulated recall from
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Writing teacher feedback literacy: Surveying second language teachers’ knowledge, values, and abilities J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2024-01-16 Icy Lee, Zhicheng Mao
Despite a significant rise in awareness of the critical role of assessment literacy, teacher feedback literacy as an important component of assessment literacy has received scant attention in the domain of second language (L2) writing. By drawing on questionnaire data gathered from 353 English as a foreign language teachers and follow-up interviews with 34 focal teachers, this study attempts to ascertain
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ChengsongYangLawrence JunZhangThink-aloud protocols in second language writing: A mixed-methods study of their reactivity and veridicality2023Springer NatureCham, Switzerland217pp J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2023-12-30 Chili Li, Zixian Ye, Xuemei Jiang
Abstract not available
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Ana Bocanegra-Valle"Ethnographies of Academic Writing Research: Theory, Methods, and Interpretation. Ignacio Guillén-Galve2021John BenjaminsAmsterdam/Philadelphiaxi + 162 pp." J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2023-12-16 Hanako Okada
Abstract not available
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Neil E.J.A.BowenEssential Knowledge and Skills for Essay Writing: A Practical Guide for ESL and EFL Undergraduates2023Equinox Publishing Ltd.Sheffield, UK322Hardback: US $99.88. Paperback: US $39.95 J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2023-12-12 Robert MacIntyre
Abstract not available
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Translanguaging pedagogy in EAP writing: A multilingual Qazaq instructor’s perspective J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2023-12-05 Serikbolsyn Tastanbek
English for Academic Purposes (EAP) instructors may struggle to capitalize on students’ multilingual practices in teaching and demystifying academic writing, considering the expectation to use standard English. My teaching report is situated in Qazaqstan, where I worked as an EAP instructor with first-year undergraduate students for whom Qazaq and Russian are the dominant languages, English is a foreign
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Selected bibliography of recent scholarship in second language writing J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2023-11-30 Carolina Pelaez-Morales, Colleen Brice
Abstract not available
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Editorial J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2023-11-28 Rosemary Wette, YouJin Kim
Abstract not available
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DavidNunanJulieChoiClarity and Coherence in Academic Writing: Using Language as a Resource2023RoutledgeNew York, NY224Hardback: £96.00, $142.45; Paperback: £21.59, $30.65; E-book: £21.59, $33.20 J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2023-11-28 Yali Shi
Abstract not available
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Introduction to the special issue: Innovation in L2 writing task design J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2023-11-26 Lisa McGrath, Raffaella Negretti
Abstract not available
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Navigating complexity in plain English: A longitudinal analysis of syntactic and lexical complexity development in L2 legal writing J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2023-11-18 Yiran Xu, J. Elliott Casal
Since the 1960s, legal writing pedagogy in the United States has been heavily influenced by the plain English movement, which largely discourages the use of legal jargon and overly complex syntactic structures in legal documents. While these efforts to democratize legal English are laudable, it is unclear whether plain English practices can accommodate the needs of multilingual, foreign legal writers
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Noticing and metalinguistic awareness in the L2 writing process: A translation-based writing task for L1 Arabic speakers preparing to teach Hebrew as a second language J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2023-11-17 Julia Schlam Salman, Irit Haskel-Shaham
This study explores aspects of noticing and metalinguistic awareness in L2 writing via a translation-based writing task that involved L2 output followed by translation to the L1 and then reverse translation back to the L2. We designed an innovative writing task that included translation, informal contrastive analysis, and learners’ evolving interlanguage. We administered the task to 37, L1 Arabic speakers
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The affordances and contradictions of AI-generated text for writers of english as a second or foreign language J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2023-11-11 Mark Warschauer, Waverly Tseng, Soobin Yim, Thomas Webster, Sharin Jacob, Qian Du, Tamara Tate
Abstract not available
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Generative AI: Same same but different? J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2023-11-10 Diane Pecorari
Abstract not available
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AI technologies in the ESL/EFL writing classroom: The villain or the champion? J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2023-11-10 Pimyupa W. Praphan, Kittiphong Praphan
The impact of AI technologies, particularly ChatGPT, on the ESL/EFL writing classroom is unprecedented. In response to the focus paper by Warschauer and colleagues regarding this issue, this paper shares some insights from the experiences teaching English writing at the post-secondary level in Thailand. Due to the lack of institutional policies on the use of AI technologies, we need to devise our own
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Generative artificial intelligence and second language writing J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2023-11-08 Tanita Saenkhum, Soo Hyon Kim
Abstract not available
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Another contradiction in AI-assisted second language writing J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2023-11-05 Ryuko Kubota
Abstract not available
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AI tools as affordances and contradictions for EFL writers: Emic perspectives and L1 use as a resource J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2023-11-03 Miyuki Sasaki
This article responds to Warschauer et al. (this issue), which discusses the affordances and challenges generative AI tools offer the L2 writing field. Although the contradictions posited by Warschauer et al. resonate deeply, they seem somewhat lacking. Of these, two are conspicuous and related to the L2 writers themselves: (1) the emic (insider) perspective, and (2) an exploration of the writer's
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Beyond ChatGPT: Multimodal generative AI for L2 writers J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2023-11-01 Joohoon Kang, Youngjoo Yi
In response to Warschauer et al.’s paper on the affordances and contradictions of AI-generated text, we as researchers in multimodal literacy focus on discussing the two affordances of multimodal generative AI models for L2 writers, such as (1) exploring and fostering multimodal literacy and (2) developing fine-tuned prompt literacy.
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Source-based writing of the high- and low-proficiency adolescent writer in the high-school L2 classroom J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2023-10-25 Gillian Baxter, Heike Neumann
Writing from sources is a fundamental academic skill that poses a challenge for students at all educational levels. However, few studies have investigated source use in the high-school context. The current study examines the source-based writing of 43 adolescent writers in a high-school second-language (L2) classroom. Students were classified into high- (N = 25) and low-proficiency (N = 18) levels
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Exploring the effects of target-language extramural activities on students’ written production J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2023-10-17 Henrik Kaatari, Tove Larsson, Ying Wang, Seda Acikara-Eickhoff, Pia Sundqvist
Frequent engagement in English extramural activities (i.e., activities that take place outside the classroom) has been found to have a positive impact on EFL learners’ vocabulary knowledge and reading comprehension. In the present study, we aim to extend our knowledge of the possible impact of extramural activities into the realm of second-language writing. Specifically, we investigate the relationship
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The Diagnosis of Writing in a Second or Foreign Language, Ari Huhta, Claudia Harsch, Dmitri Leontjev, Lea Nieminen, Routledge (2024), Xii+334 pp. Hardback: US$170; E-Book: US$48.95 J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2023-10-14 Xin Li
Abstract not available
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Feedback in L2 English Writing in the Arab World: Inside the Black Box, Abdelhamid M. Ahmed, Salah Troudi, & Susan Riley (Eds.). Palgrave Macmillan, Cham, Switzerland (2020). Hardback $109.93. Paperback $109.99. e-book $84.99. Kindle $25.61-$99. 251 pages. J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2023-10-10 Hadi Banat
Abstract not available
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Crossing borders, writing texts, being evaluated: Cultural and disciplinary norms in academic writing, Anne Golden, Lars Anders Kulbrandstad, Lawrence Jun Zhang (Eds.), Multilingual Matters, the UK, Bristol (2021), p. 184, E-Book, $39.95; Hardback, $139.95; Paperback,$48.66 J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2023-09-29 Javad Zare, Ali Derakhshan
Abstract not available
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Teaching Writing in English as a Foreign Language: Teachers’ Cognition Formation and Reformation, Huan Zhao, Lawrence Jun Zhang (Eds.), Springer (2023), 200 pp. Hardcover: $129.99; E-Book: $92.61 J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2023-09-28 Xiaolong Cheng, Yan Liu
Abstract not available
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Developing Multilingual Writing: Agency, Audience, Identity, Hiroe Kobayashi, Carol Rinnert. (Eds.), Springer Nature, Cham, Switzerland (2023), p. 365, E-book: €106.99, $109.00; Hardcover book: €129.99, $139.99 J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2023-09-19 Haiquan Huang, Rong Luo, Lina Qian
Abstract not available
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Discoursal scholarly identity in research writing J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2023-09-07 Qi Qi, Cecilia Guanfang Zhao
The construction of a discoursal scholarly identity is central to research writing (Hyland, 2013). However, the definition of such an identity is still elusive in current scholarship, and the discussion regarding its construction sporadic. We reviewed relevant research published in English-medium academic journals within the recent two decades (2003–2022) in an attempt to demystify the concept of discoursal
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Developing Writing Competence in L2 Chinese Classrooms: Research and Application, Li Yang & Laura Valentín-Rivera (Eds.). Multilingual Matters (2023). 192 pp. Hardback: US$129.95, £89.95, €109.95; Ebook: US$25, £15, €20. J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2023-09-05 Yanning Dong
Abstract not available
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Editorial J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2023-09-02 Rosemary Wette, YouJin Kim
Abstract not available
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Selected bibliography of recent scholarship in second language writing J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2023-09-02 Colleen Brice, Carolina Pelaez-Morales
Abstract not available
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Mapping metacognitive genre awareness with L1 and L2 writers: Investigating novices’ engagement with an occluded genre J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2023-08-30 Matt Kessler, Lauren Tuckley
This study examines L1 and L2 English-speaking undergraduates’ engagement with an occluded, promotional genre – the personal statement (PS). Using a case study design, the researchers explored the experiences of three novice writers with no prior exposure to PSs, as the students applied to a university-sponsored grants competition that required them to produce the genre. Drawing upon metacognition
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The value of models to support students' voice in middle school social studies argument writing J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2023-08-24 Mary J. Schleppegrell, Sida Sun, Chauncey Monte-Sano
Teachers are often advised to use model texts, sentence starters, and paragraph frames to support student writers, but little empirical research reports on how K-12 students take up language from such models. We use a systemic functional linguistics fine-grained approach to analyze 19 middle school students’ writing in social studies as they engaged in inquiry with sources across two years, reporting
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Additive extensive reading and syntactic development in second language writing: Analyses of syntactic complexity and sophistication in young EFL learners’ book reports J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2023-08-06 Hyunwoo Kim, Eunseok Ro
This study explores how input-driven activity through extensive reading leads to syntactic growth in young students’ written production. Twenty-six young students learning English as a foreign language participated in extensive reading as an additional activity after school for a month (ER group), and their syntactic development was inspected by analyzing 14 syntactic complexity and six syntactic sophistication
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Exploring writing processes in authentic writing tasks: A multimodal mixed-method approach J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2023-07-27 Anna Sala-Bubaré, Montserrat Castelló
Writing is a critical skill in many academic and professional contexts, and multilingual writers often struggle to learn and master it. Understanding the processes and products involved in writing in these contexts is crucial to design better interventions and resources to help writers succeed in their writing endeavors. Yet, writing studies exploring the writing processes in authentic communicative
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The Routledge Handbook of Second Language Acquisition and Writing, Rosa Manchón, Charlene Polio (Eds.), Taylor & Francis (2021), Hardcover $243 ebook $51.24 J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2023-07-17
Abstract not available
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Teaching Academic Writing: Practical Techniques in Vocabulary and Grammar, Second Edition, Eli Hinkel Routledge (2020), p. 484, Hardback: US $150.00. Paperback: US $54.95. Ebook: US $49.45 J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2023-07-10
Abstract not available
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Critical language awareness in L2 writing: Starting por la autorreflexión, 自我反省 J. Seccond Lang. Writ. (IF 5.0) Pub Date : 2023-06-13 Martha Sidury Christiansen, Zhongfeng Tian 田中锋
Adopting a critical collaborative autoethnographic narrative lens, we, two transnational multilingual scholars, examine our own journeys as L2 writers from learning English to learning how to teach and publish as academics that disseminate most of our scholarship in English. We critically reflect upon our respective educational journeys and professional experiences in and with academic English writing