| 1. |
- Kaatari, Henrik, PhD, 1982-, et al.
(författare)
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Exploring the effects of target-language extramural activities on students’ written production
- 2023
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Ingår i: Journal of second language writing. - : Elsevier. - 1060-3743 .- 1873-1422. ; 62
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Tidskriftsartikel (refereegranskat)abstract
- 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 among a number of English extramural activities and two aspects of writing development: lexical diversity and noun phrase complexity. The data are drawn from the Swedish Learner English Corpus (SLEC) which includes texts produced by Swedish secondary school students. The corpus also includes information on how many hours per week students (i) engage in conversations in English, (ii) communicate in English while playing computer/video games, (iii) read in English, (iv) spend time on social media with English content, (v) and watch TV shows or movies in English. The results show that reading in English leads to higher frequency of adjectival modification, whereas conversing in English and watching TV programs positively impact lexical diversity. The results of the study have implications for discussions about the role of L2 classroom instruction vis-à-vis learners’ extramural activities.
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| 2. |
- McGrath, Lisa, et al.
(författare)
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Introduction to the special issue: Innovation in L2 writing task design
- 2023
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Ingår i: Journal of Second Language Writing. - 1060-3743. ; 62
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- This article is the introduction / editorial to the Journal of Second Language Writing Special Issue on "Innovation in L2 writing task design": https://doi.org/10.1016/j.jslw.2023.101073 The introduction offers an overview of the trends in L2 writing research in the past 10 years, and points to potential valuable areas of further research with a focus on task. In this special issue, we reinstate and refresh Swales’ argument of the centrality of tasks in L2 writing (Swales, 1990). Our focus on innovation highlights the need to continue to develop tasks not only as pedagogical tools, but also as opportunities for theoretical exploration, methodological innovation, and even interdisciplinary integration.
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| 3. |
- Sánchez, Laura, 1977-, et al.
(författare)
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Grasping the effects of storyline complexity, task structure and proficiency in narrative writing performance
- 2023
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Ingår i: Journal of second language writing. - : Elsevier BV. - 1060-3743 .- 1873-1422. ; 60
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Tidskriftsartikel (refereegranskat)abstract
- Task complexity has attracted the attention of researchers interested in syllabus design and language pedagogy since the eighties. A scarcely investigated feature is storyline complexity, and its effects on complexity, accuracy and fluency (CAF) in narrative writing. This study examines the effects of storyline complexity in the narratives of 60 low to upper-intermediate Swedish secondary school learners of Spanish as a foreign language. Furthermore, the study addresses the role of proficiency in mediating these effects, as it sets out to ascertain whether storyline complexity affects different dimensions of CAF performance to the same extent at different proficiency levels. To elicit data, two narrative tasks were used. Both of them had a loose structure but differed in their storyline complexity, with the simple task having a single storyline and the complex task a dual storyline. In turn, to assess the learners’ proficiency level, a multiple-choice test was employed. The study used a between-subjects design, and the statistical treatment relied on a two-way analysis of variance (2 storyline complexity conditions x 2 proficiency levels). Complexity and fluency turned out to be higher in the complex condition irrespective of proficiency, whereas mixed results were found for accuracy at different proficiency levels.
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| 4. |
- Vandermeulen, Nina, et al.
(författare)
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Getting a grip on the writing process : (Effective) approaches to write argumentative and narrative texts in L1 and L2
- 2024
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Ingår i: Journal of second language writing. - : Elsevier. - 1060-3743 .- 1873-1422. ; 65
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Tidskriftsartikel (refereegranskat)abstract
- This study explored writing processes in two languages (L1-Swedish and L2-English) and in twotext types (argumentative and narrative) of 158 upper-secondary students by analysing keystrokelogging data. The main aim of this study was to identify effective writing processes of argumentativeand narrative tasks in L1 and L2. First, results of the mixed effects model analysisshowed that students’ typical writing processes displayed differences in timing, higher and lowerorder pauses, production speed, and revision depending on the language in which they wrote andthe type of text they wrote. Secondly, using regression model analyses we explored which writingprocess patterns were positively related to text quality. By combining a reduced set of processmeasures, we identified effective writing process patterns. These patterns explained a rathersubstantial part of the variance in text quality, more precisely, between 56.1 % and 69.3 %. Thisstudy contributes to the current field of writing process studies by expanding our knowledge oftypical and effective writing processes in argumentative and narrative writing in upper-secondarystudents’ L1 and L2. These insights can be used to further shape writing education to supportstudents’ writing across languages and text types.
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| 5. |
- Winlund, Anna, 1973
(författare)
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Writing practices of recently immigrated adolescent emergent writers: A study from a language introductory school in Sweden
- 2021
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Ingår i: Journal of Second Language Writing. - : Elsevier BV. - 1060-3743. ; 51
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of the present article is to shed light on the L2 writing practices of three students with emergent literacy at a Swedish language introductory school, where the students learn Swedish, develop alphabetic print literacy and prepare for further education. The research questions guiding the analysis are: What are the different ways that the students engage in analyzed writing practices? What are the students? challenges and assets in relation to these activities? Throughout the study, literacy is viewed as a complex set of social and interactive practices. The theoretical framework of Luke and Freebody?s four resources model (1990) is used in order to analyze a comprehensive set of data collected over a oneyear period, which includes field notes, audio recordings of classroom interactions, students? written material and interviews with students. The findings indicate that all three students seem motivated to learn, but that they engage in the L2 writing practices in different ways, according to their individual challenges and assets. They have in common that their writing often depends on the model texts written by the teacher, and shared experiences, such as field trips and interactions in the classroom, constitute the basis for the development of written text.
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