12. Focus on writers: Processes and strategies

Larios, Julio Roca de; Nicolás‐Conesa, Florentina; Coyle, Yvette; Manchón, Rosa M.; Matsuda, Paul Kei

doi:10.1515/9781614511335-015

Cited by 24 publications

(8 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For instance, Ruiz-Funes (2015) has shown that only more proficient learners with higher writing expertise are able to tackle the linguistic and conceptual demands of a complex writing task simultaneously. Lower-level learners, by contrast, are overloaded by such tasks and as a result devote less attention to processes such as planning and monitoring, tending to focus instead on formal aspects of the text (Kellogg et al, 2013; Manchón et al, 2009; Ortega, 2012; Roca de Larios, Nicolás-Conesa, & Coyle, 2016; Schoonen et al, 2009; Stevenson et al, 2006). This may mean that higher-proficiency learners are able to produce coherent compositions while allocating sufficient attention to form (e.g.…”

Section: Discussionmentioning

confidence: 99%

Learning academic words through writing sentences and compositions: Any signs of an increase in cognitive load?

Silva

Kutyłowska

Otwinowska

2021

Language Teaching Research

View full text Add to dashboard Cite

The involvement load hypothesis (ILH), which predicts the lexical learning potential of tasks, assumes that writing sentences (SW) and compositions (CW) using novel target words (TWs) lead to similar lexical gains. However, research on the issue is scarce and contradictory. One possibility is that the higher cognitive load of CW hinders learning relative to SW. To verify the learning potential of SW and CW, we selected 20 English academic TWs and conducted a pretest–posttest quasi-experiment with Polish advanced learners of English. First, all participants wrote a control essay (without TWs), then SW participants wrote sentences and CW participants wrote two essays, each with 10 TWs. Generalized linear mixed models revealed higher gains in breadth and depth of knowledge for SW than for CW, which contradicts the predictions of the ILH. Furthermore, to detect signs of cognitive load, we derived three task-based performance measurements from the compositions: holistic scores, number of errors, and words per minute. The measurements found that the control essay and essays with TWs were of similar quality (holistic scores), but that the control essay was written faster and with fewer errors than the other two. Concluding, using TWs in essays probably increased learners’ cognitive load, slowing down their writing, generating more errors, and ultimately, decreasing learning of the TWs.

show abstract

Section: Discussionmentioning

confidence: 99%

Learning academic words through writing sentences and compositions: Any signs of an increase in cognitive load?

Silva

Kutyłowska

Otwinowska

2021

Language Teaching Research

View full text Add to dashboard Cite

show abstract

“…Studies from the linguistic perspective have focused on L2 learners’ mechanisms for writing different text types and genres [ 38 , 39 , 40 ] and their ability to transfer knowledge from L1 to L2 [ 41 , 42 ]. Studies from the social perspective have focused on how L2 learners cater to the discourse community’s social needs [ 43 , 44 , 45 ]. Studies from the cognitive perspective have focused on L2 learners’ mental actions during the writing of macroprocesses, including planning, formulation, revision, monitoring, and problem-solving [ 46 , 47 ].…”

Section: Literature Reviewmentioning

confidence: 99%

Validation of Self-Regulated Writing Strategies for Advanced EFL Learners in China: A Structural Equation Modeling Analysis

Wang

et al. 2023

EJIHPE

View full text Add to dashboard Cite

This study aims to validate self-regulated writing strategies for advanced EFL learners through a structural equation modeling analysis. Two sets of advanced, university-level EFL learners in China were recruited on the basis of results from a nationwide standardized English test. Sample 1 consisted of 214 advanced learners and served mainly as a data source for exploratory factor analysis. Sample 2 consisted of 303 advanced learners; data from this group were used to conduct confirmatory factor analyses. The results confirmed the goodness of fit of the hierarchical, multidimensional structure of self-regulated writing strategies. This hierarchic model has the higher order of self-regulation and the second order of nine self-regulated writing strategies that belong to four dimensions. In terms of model comparisons, the indices of Model 1 (nine-factor correlated model of EFL writing strategies for SRL) and Model 2 (four-factor second-order model of EFL writing strategies for SRL) mark significant improvements in terms of fit over the indices of Model 3 (one-factor second-order model of EFL writing strategies for SRL). This means the four-factor model (cognition, metacognition, social behavior, and motivational regulation) offered a better explanation for advanced EFL learners than the model treating self-regulated writing strategies as a single convergent factor. These findings, in some ways, differ from the results of earlier research on EFL learners’ self-regulated writing strategies, and the findings of this study have certain implications for L2 writing teaching and learning.

show abstract

“…The writing activity involves texts writers produce, actions writers engage in to produce such texts and socio-cultural contexts where writers write (Larios, Conesa, & Coyle, 2016). Guided by this view, differences between L1 and L2 writing are grouped into three categories: Text-related, writer-related and context-related aspects.…”

Section: Distinctions Between L1 and L2 Writingmentioning

confidence: 99%

“…Manchón et al" ( 7, as reported in Larios, Conesa, & Coyle, 2016) review of writing strategies shows that L1 has been found to be strategically used for writing processes such as planning, formulating and revising. L1 use may result in better essays in terms of content and textual organization (Larios, Conesa, & Coyle, 2016). However, n er ime pre re or ing o Cohen n Brook " ( ) n P pp mihiel Ni him n Mih i" (2008) studies, the use of L1 or translation when writing may have positive or negative effects on L2 writing, depending on the nature of the task (e.g., the topic), the learning style preferences or proficiency level of the writer.…”

Section: Writer-related Aspectsmentioning

confidence: 99%

Overview of Second and Foreign Language Writing : Characteristics, Perspectives and Pedagogical Approaches

Nguyen¹

2019

The Journal of AsiaTEFL

View full text Add to dashboard Cite

Writing plays a crucial role in communication and knowledge construction. In the era of globalization, under the impact of English as a lingua franca, there is an increasing need for written communications in English. This paper provides a review of both theoretical and empirical research on second and foreign language writing, for the purpose of informing ESL/EFL teachers especially those in Asian countries. The review first discusses distinctions between first language (L1) writing and second and foreign language (L2) writing with more focus on L2 writing situated in Asian contexts. Then it presents approaches to teaching writing in L2 contexts which originated from L1 writing pedagogy. Next, it provides a review of empirical research on the implementation of these approaches in L2 contexts, especially in Asian contexts. Finally, the paper concludes with pedagogical implications for L2 writing instruction in this particular context. It is hoped that this paper could offer Asian EFL/ESL teachers a series of pedagogical choices and help them improve the quality of English education in general, and English writing in particular.

show abstract

12. Focus on writers: Processes and strategies

Cited by 24 publications

References 0 publications

Learning academic words through writing sentences and compositions: Any signs of an increase in cognitive load?

Learning academic words through writing sentences and compositions: Any signs of an increase in cognitive load?

Validation of Self-Regulated Writing Strategies for Advanced EFL Learners in China: A Structural Equation Modeling Analysis

Overview of Second and Foreign Language Writing : Characteristics, Perspectives and Pedagogical Approaches

Contact Info

Product

Resources

About