Video screen capture to document and scaffold the L2 writing process

Hamel, Marie-Josée; Séror, Jérémie

doi:10.1075/lsse.2.07ham

Cited by 10 publications

(11 citation statements)

References 25 publications

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“…To conclude, we would like to emphasize that, as practitioners, our ultimate goal is to better understand the factors that might account for successful writing so that we can contribute to strengthening pedagogical practice and materials design (Hamel & Séror, ). A fuller characterization of the L2 writing process as it evolves in real time has the potential to support such an endeavor.…”

Section: Resultsmentioning

confidence: 99%

“…In a case study also using digital screen capture as a tool for data collection, Séror () provided a brief overview of two L2 French (B2 CEFR level) learners’ writing processes whose L1 was English (see also Hamel & Séror, ). Although descriptive in nature and only based on the analysis of a fragment within a composition, Séror's findings demonstrated that various processes can be observed through the recordings made while writers are composing in their L2.…”

Section: Technological Affordances and Current Perspectives On L2 Wrimentioning

confidence: 99%

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Tracking the Real‐Time Evolution of a Writing Event: Second Language Writers at Different Proficiency Levels

Gánem-Gutiérrez

Gilmore

2018

Language Learning

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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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Section: Resultsmentioning

confidence: 99%

Section: Technological Affordances and Current Perspectives On L2 Wrimentioning

confidence: 99%

Tracking the Real‐Time Evolution of a Writing Event: Second Language Writers at Different Proficiency Levels

Gánem-Gutiérrez

Gilmore

2018

Language Learning

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“…While self-reports in the form of surveys may be one of the easiest ways to investigate this aspect, in isolation, these often fail to capture the whole picture with most use information coming down to the number of times a student watched a video (e.g., Ducate & Arnold, 2012). More could be learned by augmenting such data with recorded observations as has been done in composing process studies (e.g., Hamel & Séror, 2016;Hamel, Séror, & Dion, 2015;Phinney & Khouri, 1993;Séror, 2013…”

Section: Understanding Revision With Technology-mediated Feedbackmentioning

confidence: 99%

“…More could be learned by augmenting selfreported data with recorded observations as has been seen in composing process studies (e.g. Hamel & Séror, 2016;Hamel et al, 2015;Phinney & Khouri, 1993;Séror, 2013).…”

Section: Student Interaction With Technology-mediated Feedbackmentioning

confidence: 99%

“…Studies could have students employ self-screencasting techniques where they record and submit their own accounts of their revision with feedback on their own time, similar to studies of composing processes (e.g. Hamel & Séror, 2016;Hamel et al, 2015;Phinney & Khouri, 1993;Séror, 2013). These screencasts could be augmented by diary studies to get a more authentic account of revision.…”

Section: Participants and Context In Future Researchmentioning

confidence: 99%

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Modes of feedback in ESL writing: Implications of shifting from text to screencast

Cunningham

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Language socialization and academic discourse in English as a Foreign Language contexts: A research agenda

Friedman

2021

Lang. Teach.

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In this paper, I argue for expanding language socialization research on the academic discourse socialization of speakers of English as an additional language to less-commonly researched settings outside of English-dominant countries. Following an overview of some theoretical and methodological issues involved in conducting such research, I lay out a research agenda, focusing on several topics and issues that have the potential to illuminate issues of interest in both language socialization and second language acquisition regarding how competence and community are defined in a globalized, multilingual world. These include: (a) closer investigation of presumed ‘cultural differences’ between ‘Western’ and ‘Asian’ academic discourse practices, (b) the effect of social categories such as ethnicity and ‘nonnative speaker’ status on the construction of ‘expert’ and ‘novice’ identities in these settings, (c) the role of socializing agents outside of the classroom, and (d) the extent to which students in these settings are being socialized into practices and ideologies that promote multicompetence.

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Video screen capture to document and scaffold the L2 writing process

Cited by 10 publications

References 25 publications

Tracking the Real‐Time Evolution of a Writing Event: Second Language Writers at Different Proficiency Levels

Tracking the Real‐Time Evolution of a Writing Event: Second Language Writers at Different Proficiency Levels

Modes of feedback in ESL writing: Implications of shifting from text to screencast

Language socialization and academic discourse in English as a Foreign Language contexts: A research agenda

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