Browsing by Subject "L2 writing"
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- PublicationOpen AccessFeedback literacy in writing research and teaching: Advancing L2 WCF research agendas.(2023-09-26) Boggs, Jill; Manchón, Rosa M.; Filología InglesaResearch on corrective feedback (CF) has developed from its original focus on identifying which type of CF is most effective for developing L2 language learners’ grammatical accuracy to focusing on how learners use CF. Underpinning this is the assumption that learners know what to do with CF when they receive it. The concept of “feedback literacy” challenges this assumption. Carless and Boud (2018), define feedback literacy as “the understandings, capacities and dispositions needed to make sense of information and use it to enhance work or learning strategies” (p. 1316). Our intention in this paper is to reflect on the manner in which theoretical and empirical work on feedback literacy can contribute to advancing L2 written corrective feedback (WCF) research agendas. Central in our proposal is the partially under-researched aspect of experience in terms of the L2 writers’ educational background experience, particularly experience with L1 and L2 writing. We further argue that how learners were taught L1 writing and how the L1 educational culture/ society values writing can impact on how learners approach L2 writing tasks and accompanying feedback. Implications of this inclusive view of the learner for future research and pedagogy is discussed.
- PublicationOpen AccessIndividual differences and L2 writing: Expanding SLA research(Cambridge University Press, 2023) Manchón, Rosa M.; Sanz, Cristina; Filología InglesaThis special issue Working memory and L2 writing: Implications for SLA individual differences research seeks not only to expand theory and research on IDs and L2 writing but also to position L2 writing more centrally in SLA debates on IDs in general and WM studies in particular. To this end, the special issue features theoretical reflections on the development of L2 writing IDs research and its connection with global SLA IDs theoretical, methodological, and empirical preoccupations together with a set of novel empirical studies on the role of WM in L2 writing processes and products
- PublicationEmbargoL2 writers’ processing of written corrective feedback. Depth of processing via written languaging(John Benjamins, 2020) Manchón, Rosa María; Nicolás-Conesa, Florentina; Cerezo, Lourdes; Criado, Raquel; Filología InglesaIn this study we investigated (i) whether levels of depth of processing (DoP) are mediated by writing conditions (individual vs. collaborative writing), and (ii) the relationship between DoP and accuracy measures in the texts produced before and after processing feedback. Participants (118 intermediate EFL learners) were invited to complete a picture-based problem-solving task in either individual or collaborative writing conditions, in both cases with and without the availability of feedback. Findings show that access to feedback (rather than writing conditions) was the key variable that mediated both DoP and improvements in global accuracy. We discuss these findings from various perspectives, including methodological considerations for future languaging research.
- PublicationOpen AccessLanguage reflection fostered by individual L2 writing tasks. Developing a theoretically motivated and empirically based coding scheme(2019-08-02) López Serrano, Sonia; Roca de Larios, Julio; Manchón, Rosa M.; Filología InglesaThere has been a growing interest in the study of writing from the perspective of its potential contribution to language development. However, scant attention has been paid to key methodological considerations regarding the analysis of the connection between L2 writing processes, reflection on language while writing, and language learning. In an attempt to advance in this domain, and informed by models of L2 writing, and cognitive L2 writing research framed in the problem-solving paradigm, this study provides a comprehensive description of the language reflection individual writers engage in when solving the linguistic problems they face while completing writing tasks in their L2. The think-aloud protocols generated by 21 EFL learners while writing an individual argumentative essay were analyzed on the basis of a reconceptualization of language-related episodes as problem-solving strategy clusters. The result is a comprehensive, theoretically motivated, and empirically based coding system that is offered as a basis for future research in the domain. We discuss the methodological implications of our analytic approach and advance some theoretical implications for future debates on the language learning potential of individual writing tasks.
- PublicationOpen AccessModels as written corrective feedback: Effects on young L2 learners’ fluency in digital writing from product and process perspectives(PreSSTO (https://pressto.amu.edu.pl/). Adam Mickiewicz University, Kalisz, Poland, 2022-12-27) Criado, Raquel; Garcés Manzanera, Aitor; Plonsky, Luke; Filología InglesaThis study was motivated by Truscott’s (1996, 2004) scarcely empirically tested claims that written corrective feedback (WCF) processing hinders fluency in subsequent rewriting owing to learners’ purposeful avoidance of making mistakes by composing shorter texts at a higher speed. It examined the writing fluency of the texts produced by eighteen 10-11-year-old L2 English children in a digital environment. They were divided into a feedback (N = 10) and a self-correction group (N = 8). Both groups engaged in a three-stage task: writing, comparison of their texts with a model or self-editing as appropriate, and rewriting. Fluency was analyzed via five product/offline and five process/online measures. The texts and writing behaviors were recorded with Inputlog 8.0. The results partially support Truscott’s claims. The feedback group improved their fluency in all the ten measures. However, the self-editing group showed higher fluency than the feedback group in seven of the ten measures, with the corresponding Hedge’s effect sizes between groups ranging from small to large. The study enlightens our knowledge of young learners’ writing fluency and supports adopting a multidimensional approach to understand the complex and multi-faceted nature of fluency as mediated by WCF processing.
- PublicationOpen AccessThe affordances of rubrics in L2 writing in Higher Education: A new approach to enhancing writing conventions(2022-09-12) Garcés-Manzanera, Aitor; Didáctica de la Lengua y la LiteraturaThe use of diverse techniques for the evaluation of writing tasks in English as a Foreign Language (EFL) has made its way into the EFL classroom in order to facilitate both the teachers’ task and the L2 students’ comprehension. Thus, the aim of this paper is to explore how undergraduate students may be trained in the use of rubrics, an ecologically valid feedback technique, and how they might assess sample writing tasks. This way, we will observe how able they are to identify dissimilarities and consistencies in these writing tasks on the basis of a specific genre as an article.
- PublicationEmbargoThe Routledge Handbook of Second Language Acquisition and Writing. New York, Routledge(Routledge, 2022) Manchón, Rosa M.; Polio, Charlene; Filología InglesaThis book is a comprehensive compendium of theory and empirical research in SLA-oriented L2 writing studies. As such, it offers a comprehensive, systematic discussion of second language (L2) writing and L2 learning. Top international scholars synthesize and contextualize the salient theoretical approaches, methodological issues, empirical findings, and emerging themes in the connection between L2 writing and L2 learning, and set the future research agenda to move the field forward.
- PublicationEmbargoWhat do learners notice while processing written corrective feedback?: A look at depth of processing via written languaging(Routledge, 2019) Cerezo, Lourdes; Manchón, Rosa M.; Nicolás Conesa, Florentina; Filología InglesaThis study looked into the language learning affordances of written corrective feedback (WCF)processing along two dimensions: We investigated our participants (46 undxergraduate EFL learners)’ depth of written processing (DoP) of WCF feedback as manifested in their written languaging behavior and the relationship between DoP and accuracy of their self-produced texts written after receiving and processing direct and indirect WCF.
- PublicationEmbargoWriting and Language Learning: Advancing Research Agendas.(2020) Manchón, Rosa M.; Filología InglesaThe central aim of this book was to add to previous research on the connection between writing and language learning from a dual perspective: It sought to reflect current progress in the domain as well as to foster future developments in theory and research. The theoretical postulations contained in Part I identify and expand in novel ways the diverse lenses through which the varied, multi-faceted dimensions of the connection between writing and language learning can be explored. The methodological reflections put forward in Part III signal theoretically-grounded and pedagogically-relevant paths along which future empirical work can grow. The empirical studies reported in Part II illuminate the myriad of individual, educational, and task-related variables that (may) mediate short-term and long-term language learning outcomes. These studies examine diverse forms of writing, performed in varied environments (including pen-and-paper and digital writing), conditions (writing individually and/or collaboratively), and instructional settings (academic settings – including secondary school and college level institutions – as well as out-of-school contexts).