The current study focused on emergent processes during real‐time second language (L2) writing activity in an English as a foreign language university context, examining differences in these processes across individual capacities. Participants included 22 adult Japanese learners of L2 English and their tutor. The data were collected using digital screen capture and eye‐tracking technologies while the learners wrote a 35‐minute argumentative essay. Supplementary stimulated retrospective recalls were also conducted to document the learners’ and the tutor's reflections on the writing event. Results revealed clear differences in L2 writing activity at different periods in time as well as differences in cognitive activity that appear to be mediated by L2 proficiency. Importantly, the obtained patterns differed depending on whether duration or frequency data were considered. These findings thus demonstrate the need to broaden the study of the temporal dimension of L2 writing and to consider more nuanced mixed‐methods approaches in future work.

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Framed within a Sociocultural theory perspective to L2 learning, this article investigated the potential of a suite of pedagogical materials for enhancing metalinguistic knowledge in a foreign/second (L2) language context. The linguistic focus of the project was the tense-aspect system, specifically the contrast between the Preterite and the Imperfect in Spanish given the challenges this poses for L2 learners. Six L1 English university students of L2 Spanish at intermediate level volunteered to participate in the study. Drawing on a pre/post-test research design as well as qualitative microgenetic analysis, the study revealed that all the participants benefited from the treatment and interaction with the pedagogical materials. The finding also reveal interesting insights into metalinguistic and strategic resources used by the participants to describe contrasts between the Preterite and Imperfect. The article concludes by discussing pedagogical and research implications regarding the alternative approach to L2 explicit grammar instruction considered in this study.

This study reports on an investigation into the use of L1, discourse markers, and metalanguage for regulatory purposes during individual task performance. The study involved nine L1 English university‐level learners of L2 Spanish. Drawing on thinkaloud protocols, the extent to which the participants used the three linguistic tools while completing a form‐focused task was investigated. The analysis reveals the importance of L1 and metalanguage as problem‐solving tools, while discourse markers appear to be valuable devices to structure and organize thought. The findings support the Vygotskian view regarding the social origins of individual cognition and provide further evidence of the pedagogical value of metalanguage and use of L1 to enable L2 learners to explore form‐meaning relationships and overcome specific language difficulties during task performance. El presente estudio informa sobre una investigación acerca del uso de la lengua materna (L1), los marcadores del discurso y el metalenguaje como herramientas lingüísticas de regulación durante la ejecución de tareas individuales. Nueve estudiantes de español como lengua extranjera (L1 inglés) a nivel universitario participaron en la investigación. Con el fin de obtener información acerca del uso de dichas herramientas lingüísticas se les pidió a los participantes que expresaran sus pensamientos verbalmente mientras completaban una tarea gramatical. El análisis revela la importancia del L1 y el metalenguaje como instrumentos para la resolución de problemas relacionados con la segunda lengua, mientras que los marcadores del discurso parecen ser de gran utilidad en términos cognitivos, por ejemplo para ayudar a organizar y estructurar el pensamiento. Los resultados apoyan el pensamiento de Vygotsky quien adjudicó orígenes sociales al desarrollo cognitivo. Nuestra investigación también demuestra el valor pedagógico del metalenguaje y del uso del L1 como herramientas que facilitan el descubrimiento de la interacción entre forma y significado en términos lingüísticos.