Work

The effects of written languaging on new essay writing : a qualitative analysis

Year: 2018

Type: article

Abstract: According to Swain（2006）, providing learners with the opportunity to language about or reflect on their developing linguistic knowledge in the course of L2 learning mediates L2 learning and development. In second language acquisition（SLA）research, languaging（e.g., collaborative dialogue, private speech）has been suggested as playing a crucial role in learning a second language（L2）. This study explored the effects of written languaging（ i.e., written self-explanations） about written corrective feedback provided on draft essays written by 24 Japanese learners of English. The effect of written languaging was assessed by new essay writing. The effect of written languaging in improving accuracy depended on error types such as articles and conditionals. In this article, I argue that L2 teachers may wish to ask their students to reflect, in diaries, journals, and portfolios, on the linguistic problems they have encountered during classroom activities.

Source: Institutional Repositories DataBase (IRDB)

Author: Wataru Suzuki

Language: English

Topic: EFL/ESL Teaching and Learning

Subfield: Language and Linguistics

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: green

Funders: University of Toronto, Japan Society for the Promotion of Science

Award: The impact and mechanism of languaging on learning: learner factors and long-term effect

OpenAlex ID: W2920823126