Theoretical Perspectives on L2 Writing, Written Corrective Feedback, and Language Learning in Individual Writing Conditions

Leow, Ronald P.; Suh, Bo-Ram

doi:10.4324/9780429199691-3

Cited by 7 publications

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“…There are several theoretical underpinnings in ISLA WCF literature that may account for the role of WCF during the revision phase of the L2 writing process (see Leow & Suh, 2022 for a recent review). Leow's (2020) feedback processing framework was selected for this study based on its cognitive explanation for the role of corrective feedback in L2 development premised on how L2 writers process such feedback.…”

Section: Theoretical Underpinningsmentioning

confidence: 99%

WCF processing in the L2 curriculum: A look at type of WCF, type of linguistic item, and L2 performance

Leow

Thinglum²,

Leow³

2022

10.14746/ssllt

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Whether type of written corrective feedback (WCF) impacts L2 learning has been investigated for decades. While many product-oriented studies report conflicting findings, the paucity of studies adopting both a process-oriented and curricular approach (e.g., Caras, 2019) underscores the call for further research on: a) the processing dimension of L2 writers’ engagement with WCF in this instructed setting (Manchón & Leow, 2020), b) from an ISLA applied perspective (Leow, 2019a; Leow & Manchón, 2022), and c) any potential relationship with subsequent performances. Also, whether type of linguistic item (e.g., morphological vs. syntactic) plays a role in the processing dimension also warrants further probing. This preliminary quasi-experimental study explored the cognitive processes of 10 adult L2 writers with minimal previous exposure to Spanish interacting with WCF (both direct and metalinguistic) on morphological and syntactic errors. Think aloud data gathered from three compositions written within the natural writing conditions of a foreign language curriculum were transcribed, coded for depth of processing (DoP) (Leow, 2015), and correlated with subsequent performances on the target items. The results revealed: 1) a higher DoP for metalinguistic WCF, 2) differences in processing of linguistic items, 3) similar DoP over time, and 4) a beneficial relationship between DoP and subsequent performances. Recommendations for future research underscore the importance of acknowledging variables within the instructed setting that may impact a pure effect of WCF on L2 development.

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Section: Theoretical Underpinningsmentioning

confidence: 99%

WCF processing in the L2 curriculum: A look at type of WCF, type of linguistic item, and L2 performance

Leow

Thinglum²,

Leow³

2022

10.14746/ssllt

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“…En los últimos años, la investigación sobre la adquisición de segundas lenguas y, más específicamente, aquella centrada en su instrucción y aprendizaje, ha puesto de manifiesto las oportunidades que ofrecen las actividades de escritura para el aprendizaje y desarrollo de la segunda lengua o lengua extranjera (Manchón, 2011). Las investigaciones han destacado, entre otros beneficios, el desarrollo lingüístico derivado de los procesos mentales involucrados en la escritura y en el feedback correctivo (Leow, 2021). Se ha desarrollado, además, en años recientes, un creciente interés por el alumnado de primaria, considerado el grupo más numeroso que recibe enseñanza reglada de una segunda lengua en muchos países.…”

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Reseña: Lázaro-Ibarrola, Amparo (2023). Child L2 writers. A room of their own. John Benjamins Publishing.

Obanos-Gil

2023

E-JournALL

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Las tareas y los procesos de escritura realizados en segundas lenguas ofrecen a los estudiantes oportunidades no solo para mejorar sus habilidades de escritura y comprender contenidos, sino también posibilidades reales de desarrollo y aprendizaje de la segunda lengua. Partiendo de esta premisa, Lázaro-Ibarrola revisa los fundamentos teóricos que avalan estos beneficios de la escritura y analiza los resultados de los estudios que han investigado las tareas de escritura en segundas lenguas entre participantes de la etapa escolar de primaria. Esta monografía además propone nuevas líneas de investigación y ofrece una serie de pautas pedagógicas para implementar las tareas de escritura en las aulas.

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Writing and Language Learning

Manchón

2023

The Encyclopedia of Applied Linguistics

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This entry is a synthesis of theoretical and empirical developments on the connection between writing and language learning. It starts by tracing the origins of this strand in original postulations of the language learning potential of writing that were based on empirical findings in both laboratory conditions and classroom settings. This is followed by a synthesis of those lines of research that are more closely linked to ISLA concerns, namely, task modality and task complexity studies, on the one hand, and research on learning effects of the provision and engagement with written corrective feedback, on the other. The entry finishes with suggestions for future research that pursues implications for teaching. It is concluded that this future pedagogically relevant work on the language learning potential of writing should adopt more ecologically valid research approaches as well as measure learning through writing over time, which will entail the conduct of longitudinal research. Given also the attested complex range and interaction of variables that play a role in the connection between writing and language learning, it is also concluded that future studies will require more complex research designs.

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Theoretical Perspectives on L2 Writing, Written Corrective Feedback, and Language Learning in Individual Writing Conditions

Cited by 7 publications

References 0 publications

WCF processing in the L2 curriculum: A look at type of WCF, type of linguistic item, and L2 performance

WCF processing in the L2 curriculum: A look at type of WCF, type of linguistic item, and L2 performance

Reseña: Lázaro-Ibarrola, Amparo (2023). Child L2 writers. A room of their own. John Benjamins Publishing.

Writing and Language Learning

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