刊讯｜SSCI 期刊《二语写作杂志》2022年第56-58卷

JOURNAL OF SECOND LANGUAGE WRITING

Volume 56, June 2022

JOURNAL OF SECOND LANGUAGE WRITING（SSCI一区，2021 IF: 5.448）2022年第56-58卷共刊文34篇，欢迎转发扩散！（2022年已更完）

2022年第56卷共发文9篇，其中研究性论文3篇，书评6篇。研究论文主题涉及个体的课后实践对学术英语写作的影响、信息通讯技术在英语二语写作中的应用程度、论证结构和文章质量的关系等。

2022年第57卷共发文5篇研究性论文。研究论文主题涉及基于体裁的二语写作评估模型、二语课堂中的备忘录、合作写作、同伴反馈和二语写作中的拼写和参考工具等。

2022年第58卷共发文20篇，其中研究性论文8篇、5篇书评、6篇学科讨论、周年特刊1篇。研究论文主题涉及研究计划的体裁指导、合作式写作中的同伴互动冲突、批判性语言意识、多语作家的写作、熟练程度与速度流畅性、停顿和注视行为的关系、多模态合作写作中的口头和屏幕上的同伴互动、二语书面纠正性反馈的研究趋势等。周年特刊主题是二语写作的非殖民化。（2022年已更完）

往期推荐：

刊讯丨SSCI 期刊 《二语写作杂志》2022年第55卷

第56卷目录

ARTICLES

■ Socialization into English academic writing practices through out-of-class interaction in individual networks of practice, by John Bankier

■ICT-enabled informal learning in EFL writing, by Bakhtiar Naghdipour

■ An investigation of the relationship between argument structure and essay quality in assessed writing, by Ping-Lin Chuang, Xun Yan

BOOK REVIEWS

■Understanding development and proficiency in writing: Quantitative corpus linguistic approaches, Philip Durrant, Mark Brenchley, Lee McCallum (Eds.). Cambridge University Press (2021), pp. x+243. Hardback: $110.00; Paperback: $29.99; E-book: $24.00, by Xuelin Wang, Tsy Yih

■  Science Research Writing for Native and Non-Native Speakers of English, 2nd ed., H. Glasman-Deal. World Scientific Publishing Europe Ltd (2020), 384, Paperback: $25.00; Hardback $38.00; E-book $20.00, by Collin Bjork

■ Mentoring and Co-Writing for Research Publication Purposes: Interaction and Text Development in Doctoral Supervision, Pascal Patrick Matzler. (Ed.). Routledge, London and New York (2022), 176, Hardback £96.00, US$168.08. E-book £29.59, by Mei Li, Citing Li

■ Reconceptualizing the Writing Practices of Multilingual Youth, Youngjoo Yi. Routledge, New York (2021), 117, +X. Hardcover $ 56.48. eBook $22.95, by Jun Zhong, Lianjiang Jiang (George)

■ Graduate writing across the disciplines: Identifying, teaching, and supporting, Marilee Brooks-Gillies, Elena G. Garcia, Soo Hyon Kim, Katie Manthey, Trixie G. Smith (Eds.). The WAC Clearinghouse and University Press of Colorado (2020), Paperback: USD 39.95 and open access, by An Cheng

■ Researching and Teaching Second Language Writing in the Digital Age, Mimi Li, Palgrave Macmillan. Hardcover Book (2021), pp. i-243, Hardcover Book USD 119.99; E-book USD 89.00, by Mehmet Karaca, Serhat Inan

第56卷摘要

Socialization into English academic writing practices through out-of-class interaction in individual networks of practice

Abstract From a language socialization perspective, second language writers in educational contexts are socialized into L2 writing through participation in the practices of their academic communities, both inside and outside the classroom. I investigated students at a Japanese university and their out-of-class socialization into English academic writing practices. This paper presents three contrasting case and their accounts of completing English academic writing assignments, responding to peer feedback, and seeking support outside the classroom through social ties in individual networks of practice. Analysis showed that individuals had access through network ties to classmates and other knowledgeable peers, facilitating engagement in practices such as seeking a peer reader, sharing difficulties about writing requirements and evaluating feedback suggestions. These interactions reinforced confident writer identities and justified writing choices. Conversely, individuals also drew on network ties to facilitate non-engagement with these practices, choosing to work alone and/or discount peer contributions. However, access to out-of-class socialization opportunities was shaped by how individuals were positioned in terms of their perceived investment in these same L2 writing practices. The study shows how individuals’ social ties and choices outside the classroom are bound up in their participation in shared L2 writing practices.

Key words Second language writing, individual networks of practice, language socialization, peer interaction, social networks

ICT-enabled informal learning in EFL writing

Bakhtiar Naghdipour, Faculty of Language Studies, Sohar University, Sohar, Oman

Abstract With the advancement and popularity of information and communication technologies (ICT), English-as-a-foreign-language (EFL) students do have now access and opportunities to interact with a wide range of learning sources and resources in online informal spaces to develop their writing beyond the classroom. Yet, research addressing the potential of ICT-enabled informal learning has attracted insufficient attention in EFL writing. This study explores undergraduate students’ online informal writing practices and the extent to which they are adopted for formal writing purposes. A survey with both closed-ended and open-ended questions and semi-structured interviews were employed to collect data from English-major students (N = 118) at an Omani university. The results indicate that students resorted to various digital technologies not only to help them communicate effectively on online informal platforms but also to navigate the requirements of classroom-based writing. Furthermore, translation and proofreading applications were rated as the most frequently used and useful tools in both contexts, suggesting EFL students’ concern with linguistic aspects of their writing. However, while students relied mostly on synchronous platforms to engage in informal writing activities, they consulted asynchronous tools to resolve formal writing problems. The paper ends with a discussion of pedagogical implications and directions for future research.

Key words ICT-enabled language learning, Online informal language learning, Informal learning, Writing strategies, EFL writing, Oman

An investigation of the relationship between argument structure and essay quality in assessed writing

Ping-Lin Chuang, a Department of Linguistics, University of Illinois at Urbana-Champaign, USA

Xun Yan, a Department of Linguistics, University of Illinois at Urbana-Champaign, USA; b Beckman Institute for Advanced Science and Technology, USA

Abstract This study investigates the characteristics of argumentation in essay performances on a second language (L2) writing test. Inspired by Toulmin’s ([1958] 2003) model of argumentation and research on evaluating the soundness of arguments (Means & Voss, 1996; Schwarz, Neuman, Gil, & Ilya, 2003), we examined argument structure and quality in 150 argumentative essays of different levels on an integrated English-as-a-second-language (ESL) writing placement test at a US university. The essays were coded using Toulmin’s elements, scored on a Likert scale in terms of argument relevance and acceptability, and compared via multivariate analysis of variance. Results show that both argument structure and quality are associated with differences in writing proficiency. However, in terms of argument structure, the presence of individual Toulmin’s elements alone does not predict proficiency level. Instead, it is the structural complexity, i.e., co-occurrence of multiple structural elements, that reflects the proficiency differences. The findings of this study help disentangle the nature of argumentation across proficiency levels, offering both insights over L2 writing development and validity evidence for L2 writing assessments. Additionally, this study has methodological implications for L2 writing assessment research, suggesting the added value of incorporating fine-grained measures of argumentation in scale development and validation.

Key words Toulmin’s elements, Argument structure, Argument quality, Writing assessment, Validity

第57卷目录

ARTICLES

■ Developing a genre-based model for assessing digital multimodal composing in second language writing: Integrating theory with practice, by Lianjiang Jiang, Shulin Yu, Icy Lee

■ The assessment of memes as digital multimodal composition in L2 classrooms, by Jieun Ryu, Young Ae Kim, Seungmin Eum, Seojin Park, Sojung Chun, SunyoungYang

■ Assessing collaborative writing in the digital age: An exploratory study, by Meixiu Zhang, Wenting Chen

■ The effects of AWE and peer feedback on cohesion and coherence in continuation writing, by Mo Chen, Yaqiong Cui

■ The use of spelling and reference tools in second language writing: Their impact on students’ writing performance and process, by Saerhim Oh

第57卷摘要

Lianjiang Jiang, Faculty of Education, The University of Hong Kong, Hong Kong, China

Shulin Yu, Faculty of Education, University of Macau, Macau, China

Icy Lee, Faculty of Education, The Chinese University of Hong Kong, Hong Kong, China

Abstract While previous research on digital multimodal composing (DMC) has examined the efficacy of either an element-based rubric or a process-based model that assesses students’ DMC across stages, the important notion of genre and its value for DMC assessment remains underexplored and undertheorized. Given that as a new literacy practice in L2 writing and related fields, DMC covers a wide range of genres, a genre-based model that incorporates the composing elements and process for assessing DMC is warranted. Driven by theories of genre and multimodality, the study first proposed a multilayered framework that entails DMC structures, functions, modal features and selections. Then the theory-driven framework was tested and modified through collaborative action research with five teachers of a university English for general and academic purposes course in China. The study then drew on student-authored multimodal compositions, interviews and observations with the teachers in order to explore how the teachers assessed DMC, as well as the challenges they encountered. Based on the findings, a refined genre-based model that guides teachers to evaluate DMC as purpose-directed social actions to be constructed with apt multimodal choices within and across four major layers (i.e., base units, layout, navigation, and rhetoric) was developed, with implications discussed.

Key words Digital multimodal composing, Writing assessment, Genre-based model, Writing instruction

The assessment of memes as digital multimodal composition in L2 classrooms

Jieun Ryu, The University of Arizona, USA

Young Ae Kim, Defense Language Institute Foreign Language Center, USA

Seungmin Eum, The University of Arizona, USA

Seojin Park, The University of Arizona, USA

Sojung Chun, The University of Arizona, USA

SunyoungYang, The University of Arizona, USA

Abstract Digital multimodal writing has become predominant in our students’ lives in and outside the L2 classrooms. While many L2 educators integrate various multimodal projects into their curriculum, internet memes and their assessment have not been explored in depth in L2 settings, although memes have potential to be valuable multimodal writing tasks. The purpose of this study is to better understand how memes can be incorporated and assessed in L2 classrooms. Twenty-seven student-created memes in a low-intermediate Korean as a Foreign Language course at a large university were collected and analyzed. The findings indicated that the student-created memes successfully addressed the multimodal aspect of the meme genre, universal and specific cultural references, and language aspects specific to the genre of memes. Our analyses of the memes suggest three key components to assess this multimodal writing project in addition to its overall task/functions: 1) multimodal aspects that include understanding the interplay between multiple modes for an effective message in a given context; 2) cultural aspects, demonstrating cultural knowledge and its application, recognizing the semiotic importance of multimodal expression in the target community; and 3) language aspects as an effective communication medium, demonstrating genre knowledge of the specific task and language accuracy.

Key words Memes, Digital multimodal composition, Korean as a foreign language, Assessment

Assessing collaborative writing in the digital age: An exploratory study

Meixiu Zhang, Texas Tech University, 2906 18th St, Lubbock, TX 79410, United States

Wenting Chen, Capital Normal University, China

Abstract Driven by the digital revolution and the recognized importance of learner collaboration in language learning, computer-mediated collaborative writing (CW) has been widely implemented in diverse classrooms. Despite the fast-growing interest in CW, little research has considered assessment practices in computer-mediated CW. To fill this gap, this study examines the effects of assessment approaches (product-based vs. process-and-product based) on learners’ performance and collaboration dynamics in web-based CW. Eighty-two intermediate tertiary-level learners formed a control and an experimental group. The control group (n = 20 pairs) was introduced to the traditional product-based assessment prior to completing a synchronous CW task, whereas the experimental group (n = 21 pairs) was presented an assessment approach addressing both the collaboration process and product. Drawing upon analyses of dyads’ interaction, revision processes, and the co-constructed texts, the study found that the experimental group produced texts of enhanced fluency, writing quality, and phrasal complexity. Also, they displayed strikingly more collaboration during the task. The study not only provides a practical approach for L2 teachers to assess collaborative writing in the digital age, but also provides findings that underscore the value of the process-and-product based assessment for remedying challenges presented in web-based CW.

Key words Collaborative writing, Formative assessment, Computer-mediated communication, Collaboration pattern, Corpus analysis, Quasi-experimental

The effects of AWE and peer feedback on cohesion and coherence in continuation writing

Abstract The past two decades have seen the development and popularity of automated writing evaluation (AWE) systems in second language writing courses. The present study investigates the effectiveness of AWE feedback provided by the iWrite system and peer feedback on improving cohesion and coherence in a continuation writing task. We recruited 96 students from four classes in an academic writing course in Chinese mainland, with 46 students receiving AWE feedback and 50 receiving peer feedback. Quantitative and qualitative data were collected from students’ two writing drafts and questionnaires, respectively, to investigate (1) the development of cohesion and coherence in the writings and (2) students’ perceptions of the usefulness of the target feedback. The results reveal that, compared to students receiving AWE feedback, those treated with peer feedback had greater success increasing the use of cohesive devices and improving cohesive chain formation in their revised drafts. Students considered the benefits and challenges of the two types of feedback in response to open-ended questions in the questionnaire. The evaluation of AWE and peer feedback provided empirical evidence concerning the use of feedback to improve cohesion and coherence in continuation writing tasks.

Key words AWE feedback, Peer feedback, Cohesion, Coherence, Continuation writing

The use of spelling and reference tools in second language writing: Their impact on students’ writing performance and process

Abstract In order to understand the impact of L2 students’ use of lexical linguistic tools while writing, students’ writing performance in the presence of a spelling or reference tool while writing for three tasks (an email, an online review, and a discussion board post) and students’ usage of these tools during the writing process were examined. A total of 86 students were grouped into three groups—30 with access to a spelling tool, 27 with access to a reference tool, and 29 without access to a tool. Students’ writing performance was scored on an analytic rubric and compared across the three assessment conditions. Additionally, the recordings of the entire writing process of those who had access to either a spelling or reference tool were qualitatively analyzed. Results showed that having access to either a spelling or a reference tool did not lead to better writing performance. However, the analysis of the writing process revealed that students used the spelling or the reference tool to make changes to both the form and meaning of words. These findings are discussed in terms of the implications they have for second language writing assessment.

Key words Second language writing, Technology enhanced writing, Lexical form and meaning, Linguistic tool, Spell check, Dictionary and thesaurus

第58卷目录

ARTICLES

■ Enhancing genre instruction on research proposal introductions with an online academic writing tutor, by Vera A. Dugartsyrenova, Veronica G. Sardegna

■ Conflicts in peer interaction of collaborative writing – A case study in an EFL context, by Xuchuan (Winnie) Chen, Icy Lee.

■  Moral outrage or mere possibility? An exploration of epistemic versus deontic stance in reading-to-write argumentation, by Amy Lombardi.

■ “Why can’t writing courses be taught like this fo real”: Leveraging critical language awareness to promote African American Language speakers’ writing skills, by Shenika Hankerson.

■How do we know (if) it works? A review of research evaluating publishing pedagogies for multilingual writers, by Ting Zhang, Mary Jane Curry

■ The relationship of proficiency to speed fluency, pausing, and eye-gaze behaviours in L2 writing, by Andrea Révész, Marije Michel, Xiaojun Lu, Nektaria Kourtali, Minjin Lee, Laís Borges

■ Verbal and on-screen peer interactions of EFL learners during multimodal collaborative writing: A multiple case-study, by Anisa Cheung

■ Research trends in L2 written corrective feedback: A bibliometric analysis of three decades of Scopus-indexed research on L2 WCF, by Peter Crosthwaite, Sulistya Ningrum, Icy Lee

BOOK REVIEWS

■ Corpora in ESP/EAP writing instruction: Preparation, exploitation, analysis, Maggie Charles, Ana Frankenberg-Garcia (Eds.). Routledge (2021), 194, Hardback: $161.79; E-book: $48.95, by Vera A. Dugartsyrenova, Veronica G. Sardegna

■ Teaching and researching writing (4th ed.), Ken Hyland, Routledge (2022), pp. i-366. Paperback: £26.39, US$34.36; Hardback: £96, US$128; E-book: £26.39, US$34.36, by Peijian Paul Sun, Xinran Luo, Menglu Lou

■ Cultivating Critical Language Awareness in the Writing Classroom, Shawna Shapiro. Routledge (2022), 360, by Bee Chamcharatsri

■ Understanding Digital Literacies: A Practical Introduction, (2 nd Edition), Rodney H. Jones, Christoph A. Hafner. Routledge, Oxon and New York (2021), 320, Paperback: UK £34.99; US $44.95, by Guangxiang Liu

■ Advances in Corpus-based Research on Academic Writing: Effects of Discipline, Register, and Writer Expertise, Ute Römer, Viviana Cortes, Eric Friginal. (Eds.). John Benjamins, Amsterdam and Philadelphia (2020), vi+358. Hardback: $149.00; E-book: $149.00, by Fan Pan, Ming Nie

Disiciplinary Dialogues

■ Modeling expertise as variable options, by Alister Cumming

■ Emergence in teacher writing expertise: Teachers be(com)ing expert, by Anne Burns

■Pursuing expertise in L2 writing instruction research, by Mayumi Asaba

■ The gold standard for the teaching profession: A rejoinder, by Amy B.M. Tsui

■ Activity theory as an analytical framework to understand expertise in L2 writing instruction, by Lisya Seloni

■ Expertise in L2 writing instruction: The road less travelled, by Alan Hirvela, Diane Belcher

Anniversary special issue

■ Decolonizing second language writing: Possibilities and challenges, by Ryuko Kubota

第58卷摘要

Enhancing genre instruction on research proposal introductions with an online academic writing tutor

Vera A. Dugartsyrenova, National Research University Higher School of Economics, School of Foreign Languages, 47/7 Bolshaya Ordynka Street, Moscow 115184, Russia

Veronica G. Sardegna, Duquesne University, Department of Instruction and Leadership in Education, School of Education, 600 Forbes Avenue, Pittsburgh, PA 15282, USA

Abstract This study explored the efficacy of a four-module online resource—The Online Academic Writing (OAW) tutor—for enhancing classroom genre instruction in an undergraduate course on research proposal writing for novice L2 writers. The Introduction drafts of two groups of 21 students were compared. The main difference between the groups was that the OAW group used the tutor as an out-of-class complement to classroom instruction while the non-OAW did not. The tutor’s online tracker established that the OAW group made multiple attempts at language and comprehension check activities, suggesting their high motivation and commitment to mastering online content. The results indicated that classroom instruction promoted the acquisition of genre-related discoursal elements (also known as moves/steps) as both groups were equally able to use and sequence these elements appropriately in their research proposal Introductions after instruction. Yet, the OAW group outperformed the non-OAW group with respect to lexical and grammatical accuracy. The higher quality of the Introductions written by the OAW group suggested that the tutor was effective in supporting genre instruction on research proposal Introductions via self-paced and self-directed learning activities. This finding underscores the potential of interactive online resources for enhancing L2 genre instruction via autonomous learning activities.

Key words Online writing tutors, Academic research proposals, Novice L2 writers, Writing performance, Genre pedagogy

Conflicts in peer interaction of collaborative writing – A case study in an EFL context

Xuchuan (Winnie) Chen, Department of Curriculum and Instruction, Faculty of Education, The Chinese University of Hong Kong, 606, Chen Kou Bun Building, Shatin, New Territories, Hong Kong, China

Icy Lee, Department of Curriculum and Instruction, Faculty of Education, The Chinese University of Hong Kong, 317, Ho Tim Building, Shatin, New Territories, Hong Kong, China

Abstract Despite extensive interest in peer interaction in collaborative writing (CW) research, few studies have focused on conflict during the knowledge co-construction process. This study adopting a CT (complexity theory) perspective investigated the complex and dynamic nature of conflict during peer interaction in collaborative L2 writing. Recruited from a Chinese university, 15 students formed five face-to-face writing groups. With data triangulated with observation notes, stimulated-recall interviews, screen recordings, and tree diagrams, the study identified three types of conflict. One case group was chosen and analyzed in depth to reveal how elements in the conflict system dynamically interacted with the component agents and the context. We also examined the link between conflicts and the writing outcome. The results showed that cognitive conflicts led to better writing outcome in most cases, particularly in the absence of other types of conflict. However, when cognitive conflicts co-existed with other types of conflicts, students tended to perform less well in writing. Pedagogical implications for implementing CW in L2 writing classrooms are examined.

Key words Conflict, complexity theory, collaborative L2 writing, peer interaction

Moral outrage or mere possibility? An exploration of epistemic versus deontic stance in reading-to-write argumentation

Amy Lombardi, University of California at Davis, United States

Abstract Based on an analysis of 41 placement essays, this study explores the contrasting discourse requirements of two seemingly comparable essay topics, highlighting the construction of stance. While one prompt demanded primarily that students make judgments of necessity and obligation (deontic stance), the other prompt required students to engage primarily with questions of possibility and probability (epistemic stance). The contrasting rhetorical and linguistic demands of the two essay topics shed light on observed differences in student scores, pointing to possible insights for writing task design.

Key words Stance, Epistemic, Deontic, Argumentation, Writing assessment

"Why can't writing course be taught like this fo real": Leveraging critical language awareness to promote African American language speakers' writing skills

Shenika Hankerson, University of Maryland, Department of Teaching and Learning, Policy and Leadership, 2311 Benjamin Building, 3942 Campus Drive, Room 2227B, College Park, MD 20742, USA

Abstract This qualitative case study examined the effectiveness of a college writing curriculum centered on critical language awareness (CLA) aimed at promoting the written language skills of African American Language (AAL)-speaking students. The data collected and analyzed included students’ pre-and-post essays. Results revealed that the CLA curriculum helped support students’ development of critical consciousness, thereby providing them with the tools to replace feelings of what I have termed racialized writing trauma –i.e., feelings of writing anxiety, shame, and distress inflicted on racially and linguistically marginalized students as a result of linguistic racism, linguistic hegemony, and other systemic inequities in writing education–with a sense of writing liberation and empowerment. By the end of the study, the majority of the students evidenced written language growth in the following areas: (1) macro and micro level of writing, (2) syntactic fluency, and (3) rhetorical virtuosity. This article offers college writing instructors, specifically, and K-12 writing educators more generally a model of an evidence-based, anti-racist curricular intervention that has the potential to combat anti-Black racism and promote the writing performance, achievement, and matriculation of AAL-speaking students. Its implications are also applicable to second language writing instruction.

Key words African American Language, College writing, Second language writing, Critical language awareness, Anti-racism, Anti-Black racism

How do we know (if) it works? A review of research evaluating publishing pedagogies for multilingual writers

Ting Zhang, Mary Jane Curry, Warner Graduate School of Education and Human Development, University of Rochester, USA

Abstract Growing research attention is being paid to supporting multilingual scholars and students in publishing, especially in English-medium academic journals. The institutional provision of instructional support has been documented in most global regions. While research has reported on the design of initiatives and studied participants’ experiences, the efficacy of such initiatives remains understudied. To address this gap, we explore the extent to which research has documented the benefits of instructional initiatives for writers and how effectiveness has been measured. Surveying research published between 1999 and 2021, we found that, overall, instructional initiatives have been evaluated as fostering learners’ development mainly in these areas: (1) awareness of rhetorical practices; (2) understanding of how to respond to feedback; (3) ability to use lexico-grammatical resources; (4) ability to evaluate and select target journals; and (5) submission rates and publication outcomes. We argue that indicators for effectiveness in these areas, including the rigid use of rhetorical moves, standard English, and the quality of text revisions, reflect the contested nature of academic literacy practices in terms of conceptions of language, writing, and instruction. We close by discussing implications for course designers and identifying avenues for future research.

Key words English for research publication purposes, Multilingual writers, Writing instruction, Evaluation

The relationship of proficiency to speed fluency, pausing, and eye-gaze behaviours in L2 writing

Andrea Révész, University College London, UK

Marije Michel, University of Groningen, the Netherlands

Xiaojun Lu, University of Nottingham Ningbo, China

Nektaria Kourtali, University of Liverpool, UK

Minjin Lee, Yonsei University, South Korea

Laís Borges, Universidade Católica de Brasília, Brazil

Abstract In this study we investigated the extent to which writing proficiency predicts L2 writers’ speed fluency, pausing, and eye-gaze behaviours and the cognitive processes that underlie pausing. Additionally, we explored whether these relationships were influenced by stage of writing (beginning, middle stages, end). The participants were 60 Chinese second language users of English, with proficiency levels ranging from CEFR B1 to C1 levels. They all completed two independent TOEFL iBT writing tasks over two sessions, with the tasks being counterbalanced across participants. While composing, we recorded participants’ keystrokes and eye-gaze behaviours. Participants also took part in a stimulated recall session based on the last writing task they had completed. A series of mixed-effects regression models found that proficiency was the strongest predictor of speed fluency. The stimulated recall analysis revealed considerably less variation in cognitive activities among lower- than higher-proficiency writers across writing stages.

Key words Fluency, Pausing, Keystroke logging, Eye-tracking, Stimulated recall

Verbal and on-screen peer interactions of EFL learners during multimodal collaborative writing: A multiple case-study

Abstract Multimodal collaborative writing has become increasingly prevalent in the advent of technology-enhanced language learning, yet scant attention was paid to the verbal and on-screen interactions between learners during the construction process. This study narrowed the research gap and investigated three pairs of EFL learners’ interactions when completing a multimodal collaborative writing task in an English for Academic Purpose (EAP) course at a university in Hong Kong. Using a multiple case-study approach, we examined the dynamics of peer interactions through their interaction patterns, utilization of semiotic and multimodal resources and functions of languaging. Our analyses showed that the three pairs enacted strikingly distinct patterns of interaction, with the more collaborative partners demonstrating a variety of prompting and feedback skills to facilitate their discussion. Surprisingly, the pairs had strong tendencies to attend to the texts rather than multimodal elements during the writing process. Another striking finding is that even non-collaborative partners occasionally engaged in various forms of private speech to keep track of the writing process. Implications of these findings on fostering peer collaborations during multimodal CW are discussed.

Key words Multimodal collaborative writing, Semiotic resources, Technology-integrated instructions, LanguagingInteraction patterns

Research trends in L2 written corrective feedback: A bibliometric analysis of three decades of Scopus-indexed research on L2 WCF

Peter Crosthwaite, School of Languages and Cultures, University of Queensland, Room 510 Gordon Greenwood Building, St. Lucia 4072, Australia

Sulistya Ningrum, State Polytechnic of Sriwijaya, Indonesia

Icy Lee, Faculty of Education of The Chinese University of Hong Kong, Hong Kong

Abstract We conduct a bibliometric analysis to map the field of research on written corrective feedback (WCF) for L2 learning over the last 30+ years, tracking changes in the popular areas for L2 WCF research topics, outlets, highest-cited authors, and geographical origins of published L2 WCF research. Based on a collection of the metadata of 493 L2 WCF-related articles from 158 Scopus-indexed journals, books and book chapters, our data reveal links between developments in L2 WCF research and diachronic socio-cultural developments in applied linguistics and society more generally. We find a significant rise in studies on teacher and peer feedback, WCF within assessment, the affordances of direct vs indirect forms of WCF and their impact on grammatical accuracy, stakeholders’ perceptions of WCF, automated writing evaluation, learner engagement with WCF, how WCF impacts editing, and WCF for second language acquisition. L2 WCF studies span 11 total languages across the period, although the dominance of English is an ongoing concern. A number of influential, highly-cited L2 WCF researchers are identified over the past three decades, including clusters of L2 WCF researchers spanning a range of (inter)disciplinary research areas. Although researchers from the USA still account for the highest raw frequency of Scopus-indexed L2 WCF research, its slower relative increase compared with those from China, Iran, Spain, and many others is evidence that the global reach of L2 WCF research (at least for L2 English) has expanded considerably. We discuss the implications of these findings for the field and provide insights into what L2 WCF research might cover next.

Key words Written corrective feedback, Bibliometric analysis, Research trends, Citation analysis, Scopus, L2 Writing

Decolonizing second language writing: Possibilities and challenges

Ryuko Kubota, Department of Language and Literacy Education, University of British Columbia, 6445 University Boulevard, Vancouver, BC V6T 1Z2, Canada

Abstract As the field of second language writing expands its scope, scholars as well as its flagship journal, the Journal of Second Language Writing (JSLW), are expected to embrace the diversity of inquiry topics, languages of inquiry, author identities, and geographical locations where research takes place and the authors are situated. While the diversity reflected in JSLW and the field in general has certainly grown during the last 30 years, L2 writing in English and normative writing practices in U.S. higher education settings predominate the research foci. Further diversifying the inquiry scope entails questions of power, which can be addressed through decolonial and Southern perspectives. These perspectives scrutinize the hegemony of White Eurocentric norms in issues of language and academic knowledge, and discern ideological meanings produced according to the locus of enunciation. Decolonizing second language writing, especially transforming linguistic norms and research methodologies, is challenging due to the entrenched normativity that creates pragmatic needs for learners and scholars. This is why translanguaging, an approach consistent with decolonial thinking, appears to stand at odds with second language writing. In negotiating between practical needs and decolonization, the field should strive to create new conceptual, methodological, and discursive spaces for Southern and Indigenous voices.

Key words Coloniality, Decoloniality, Diversity, Eurocentric norms, Indigenous methodologies, Second language writing, Southern perspectives

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