Exploring a sociocultural approach to writing strategy research: Mediated actions in writing activities

Xiao, Liu

doi:10.1016/j.jslw.2008.04.001

Cited by 106 publications

(120 citation statements)

References 28 publications

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“…Accordingly, under this paradigm, strategies are viewed as actions implemented by L2 writers to respond to the demands encountered in the discourse community where they write and learn to write. An important concern in this strand has been to ascertain the manner in which strategic behavior is mediated by the social context in which writing takes place (e.g., Cumming, 2006;Lei, 2008;Leki, 1995Leki, , 2011Sasaki, 2004Sasaki, , 2007Spack, 1997, for representative examples). Research in the area has been framed in socio-cognitive views of literacy development as well as goal theories in educational psychology.…”

Section: Socio-cognitive and Socio-cultural Perspectivesmentioning

confidence: 99%

Past and future research agendas on writing strategies: Conceptualizations, inquiry methods, and research findings

Manchón

2018

SSLLT

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This paper offers a retrospective narrative review of research on L2 writing strategies and a prospective discussion of potential theoretical and pedagogical relevant lines of inquiry to be explored in future research agendas. The retrospective analysis will synthesize the main trends observed in the conceptualization of writing strategies as well as central directions followed in empirical research in the domain. The prospective discussion tries to advance research agendas on the basis of several observations about L2 writing that are presented as key points to be considered when analyzing existing or thinking about future research in the domain. Special mention will be made of future research avenues centrally concerned with theoretical and empirical questions on the manner in which strategic behavior during writing and during written corrective feedback processing may foster language learning. It will be suggested that following this route can result in interesting and profitable synergies between research on language learning strategies and recent SLA-oriented L2 writing research initiatives on the language learning potential associated with L2 writing.

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Section: Socio-cognitive and Socio-cultural Perspectivesmentioning

confidence: 99%

Past and future research agendas on writing strategies: Conceptualizations, inquiry methods, and research findings

Manchón

2018

SSLLT

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“…In Lei's (2008) studies, all participants alerted that they would actively and consciously find assistance from competent peers, English elites, and even communication in virtual communities; whereas in Lei's (2012) research, in terms of society-mediated strategies, participants believed that the "ultimate goal of their learning to write on campus was to socialize with people in society" (Lei, 2012, p.182). With the comparison of two researches, society-mediated strategies are reflected in the process of writing composition and the goal of writing.…”

Section: F Society-mediated Strategiesmentioning

confidence: 99%

“…In terms of writing research, some experts (e.g., Prior, 2001Prior, , 2006Russell, 1995Russell, , 1997Villamil & de Guerrero, 1996) pay more attentions on the application of mediation analysis and Activity Theory. According to Activity Theory, Lei (2008Lei ( , 2012 argued that writing strategies are "mediated actions which are consciously taken to facilitate writer's practices in communities" (Lei, 2008, p.220) and identified four types of writing strategies by drawing on the Activity Theory. They are artifact-mediated, rule-mediated, role-mediated and community-mediated strategies.…”

Section: Introductionmentioning

confidence: 99%

“…The Communication Theory is reflected in all these four approaches of ESL writing instruction. Combining classification of writing strategies of Mu (2005) with exploration of writing strategies within the Activity Theory framework From Lei's (2008Lei's ( , 2012 investigation, I will discuss how writing strategies make implication of pedagogy in College English Course, which is a compulsory course for freshmen and sophomore except for English majors. Strategy use, in my opinion, should not be emphasized on either traditional-cognitive strategies or sociocultural strategies.…”

Section: Introductionmentioning

confidence: 99%

“…Contrastive rhetoric theory, Cognitive Development theory, Communication theory and artifact-mediated, rule-mediated strategies are attributed into Mu and Lei's classification of writing strategies respectively. Society-mediated strategy is one of subcategories of Community-mediated strategies according to Lei (2008Lei ( , 2012. Nevertheless, Mu (2006) identified social factors into a category of writing strategies: social Constructionist Theory.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The Effectiveness of Application of Writing Strategies in Writing Instruction

Han

2017

JLTR

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Abstract-Research on writing strategies has been a well-established field in second language writing research and the application of writing strategies in pedagogy has been widely acknowledged to effectively improve the process and product of English composition. This article explores how English as a foreign language learner's writing strategy use within both traditional cognitive views and sociocultural perspective. While ESL composition research actively investigates writing strategies on English majors in university, less attention has been directed to non-English majors and their composing situations differ from those of English majors. This article attempts to begin to fill this gap. The findings from this study are concluded about the specific solutions that can be practiced in writing instruction and suggest future directions of writing strategy research.

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Revisiting Teacher Feedback in EFL Writing from Sociocultural Perspectives

Lee

2014

TESOL Quarterly

109

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While research on teacher feedback has largely been influenced by second language writing and second language acquisition perspectives, little attention has been paid to the contextual and sociocultural dimension of teachers' work. Overall, there is a dearth of discussion on teacher feedback that is influenced by sociocultural perspectives. Drawing on mediated learning experience (MLE) theory, this article discusses the limitations of conventional feedback approaches in English as a foreign language school contexts and underscores the need to replace these approaches with more effective practices typical for the process‐oriented writing classroom, so that feedback can mediate student learning. Informed by activity theory (AT), the article further suggests that providing MLE as a new object of the feedback system and introducing other innovations can lead to more effective feedback and help students improve learning. The article concludes with suggestions for research informed by MLE and AT perspectives.

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Exploring a sociocultural approach to writing strategy research: Mediated actions in writing activities

Cited by 106 publications

References 28 publications

Past and future research agendas on writing strategies: Conceptualizations, inquiry methods, and research findings

Past and future research agendas on writing strategies: Conceptualizations, inquiry methods, and research findings

The Effectiveness of Application of Writing Strategies in Writing Instruction

Revisiting Teacher Feedback in EFL Writing from Sociocultural Perspectives

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