How scientific concept develops: Languaging in collaborative writing tasks

Li, Chen; Yang, Luxin

doi:10.1016/j.system.2022.102744

Cited by 7 publications

(4 citation statements)

References 34 publications

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“…The results show that collaborative writing plays a significant role in the development of L2 learners’ rhetorical concepts. It was also found that interactions among peers in collaborative writing tasks might shape, develop, and renew L2 learners’ conceptualisation of the genre concept [ 49 ]. In addition, languaging is found to be observable in learners’ Language-Related Episodes (LREs) [ 9 ].…”

Section: Resultsmentioning

confidence: 99%

A scoping review of research on languaging in second language education

Liu

Wang

2023

Heliyon

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Section: Resultsmentioning

confidence: 99%

A scoping review of research on languaging in second language education

Liu

Wang

2023

Heliyon

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“…Within this teaching scenario, it prompts instructors to exercise their professional judgment in seeking out methodological tools that enable comparable results in any modality (Li and Yang, 2022). Among other things, monitoring students in various parts or activities in the learning process shares views on how the instruction functions and where there are bottlenecks, which are essential to identify in order not to undermine long-term learning achievement.…”

Section: Discussionmentioning

confidence: 99%

Writing-reading accomplishments onto underlying gaps and bonds as prone to communication skills follow-up

Olmos¹,

Garcı́a²

2023

Preprint

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This study aimed to look into the impact of educational practices on the reading and writing skills of learners, with a specific focus on the gaps and bonds in EFL learning while communication skills carried follow-ups. The study employed a mixed methodology, which embraced communication contexts placed in the teaching process, and self-perceptions of the participants in a multidimensional communication axis to collect data via surveys, observational forms and exploratory statistics. The results indicate that while there is a stable level of variation in terms of reading and writing achievement, there are setbacks in certain areas such as fill-in-the-blank questions in complex activities and sentence rewriting tasks. Additionally, the study found that providing students with picture clues can improve their performance. The study also suggests that blending both reading and writing skills in activities can lead to large linkages and improvements in performance.

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“…As stated earlier, several C‐BLI studies have focused on languaging, particularly oral languaging (Brooks et al., 2010; Knouzi et al., 2010; Qin et al., 2021; Swain & Watanabe, 2013; Swain et al., 2009; van Compernolle & Kinginger, 2019). In contrast, there is less research on written languaging (Buescher, 2015; Ishikawa & Suzuki, 2023, this issue; Li & Yang, 2022; Ouyang et al., 2022). In addition, studies on written languaging have only focused on the effectiveness or functionality of languaging to improve internalization (Fukuta et al., 2019; Ishikawa, 2013; Ishikawa & Suzuki, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

Decoding EFL learners’ internalization of English modal verbs in concept‐based language instruction: Integrating SCOBAs with languaging

Qin

Ouyang

Ren

2023

The Modern Language Journal

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Concept-based language instruction (C-BLI) is a pedagogy guided by sociocultural theory, which has been shown to be effective in facilitating second language learning. Typical activities include materialization by using a schema for a complete orienting basis of an action (SCOBA) and languaging, through which learners' internalization of scientific knowledge can be observed. However, previous studies have mainly used languaging as an assessment tool to examine the outcome of the internalization of concepts. Few studies have integrated SCOBAs (visual) and languaging (oral or written) in their investigation of the internalization process. This 5-week study involved 53 Chinese English-as-a-foreign-language learners in a university who were all taught with the C-BLI approach to learn English modal verbs. Among them, there were 26 lower proficiency students and 27 higher proficiency students. Visual, oral, and written data were collected to examine the participants' internalization of the modal verb concepts. All 53 learners participated in SCOBA drawing and written-languaging tasks. Twelve students (6 per group) volunteered to participate in oral languaging. The results showed that in the SCOBA drawing activity, higher level learners produced more abstract, systematic, and imitated visualizations of the concepts, while lower level learners produced more concrete, disconnected, and emulated visualizations. With regard to oral languaging, both groups largely abandoned their previously learned "rule of thumb" after the C-BLI intervention, and there were no obvious differences in oral-languaging performance between the two groups, except that the higher

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How scientific concept develops: Languaging in collaborative writing tasks

Cited by 7 publications

References 34 publications

A scoping review of research on languaging in second language education

A scoping review of research on languaging in second language education

Writing-reading accomplishments onto underlying gaps and bonds as prone to communication skills follow-up

Decoding EFL learners’ internalization of English modal verbs in concept‐based language instruction: Integrating SCOBAs with languaging

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