The Distinctive Nature of Task Repetition in Writing. Implications for Theory, Research, and Pedagogy

This paper looks into the distinctive nature of task repetition (TR) in the environment of L2 writing and the potential language learning benefits that may derive from implementing various forms of TR. The main argument put forward is that it is theoretically and pedagogically relevant to problematize and expand current understandings of TR in the realm of oral tasks on account of both the defining characteristics of written communication, and the idiosyncrasy of the “external” and “internal” task repetition dimensions of writing tasks. The argument is constructed on the basis of three building blocks: (i) an analysis of the concept of TR as currently conceptualized and researched in the TBLT theoretical and empirical literature, and a review of the empirical literature on the nature and observed effects of TR in the oral modality; (ii) a discussion of the nature and potential effects of TR in the written modality, and, on the basis of the two previous building blocks, (iii) a reflection on implications for refinements in TBLT theorizing and for the expansion of empirical research agendas.Este trabajo presenta una reflexión sobre las características definitorias del procedimiento conocido como Repetición de la tarea (RT) en la modalidad escrita, así como los posibles efectos que sobre el aprendizaje lingüístico puedan derivarse de la puesta en marcha de distintas formas de RT. La tesis defendida es que es relevante desde las perspectivas teórica y aplicada reconsiderar los planteamientos actuales sobre la RT en lo que respecta a tareas orales sobre la base tanto de las características definitorias de la comunicación escrita, como de la idiosincrasia de las variedades de RT “externa” e “interna” que caracterizan tareas es la modalidad escrita. Estas ideas se desarrollan sobre la base de tres pilares: (i) un análisis de los planteamientos teóricos y la investigación empírica de la RT en el ámbito de la comunicación oral, (ii) una discusión de la naturaleza y los efectos que potencialmente puedan derivarse de la repetición de tareas escritas y, sobre la base de los dos pilares anteriores, (iii) una reflexión sobre las posibles implicaciones para ulteriores desarrollos en la reflexión teórica y la investigación empírica.Universidad de Murcia 11942/PHCS/09Agencia de Ciencia y Tecnología. Región de Murcia 11942/PHCS/09España. Ministerio de Economía y Competitividad FFI2012-3583

Introduction to the special issue on L2 writing and feedback processing and use in pen and paper and digital environments: Advancing research and practice

The present special issue (SI) is a collection of position papers and empirical studies intended to advance disciplinary conversations on the learning and teaching of second or foreign language (L2) writing in instructed second language acquisition (ISLA) contexts. It does so by analyzing critically past research, providing new empirical insights obtained in controlled and classroom-based studies conducted in various educational settings with diverse populations, suggesting worthy avenues to be pursued in future research agendas, and drawing implications for practice

THE DISTINCTIVE NATURE OF TASK REPETITION IN WRITING. IMPLICATIONS FOR THEORY, RESEARCH, AND PEDAGOGY

AbstractThis paper looks into the distinctive nature of task repetition (TR) in the environment of L2 writing and the potential language learning benefits that may derive from implementing various forms of TR. The main argument put forward is that it is theoretically and pedagogically relevant to problematize and expand current understandings of TR in the realm of oral tasks on account of both the defining characteristics of written communication, and the idiosyncrasy of the “external” and “internal” task repetition dimensions of writing tasks. The argument is constructed on the basis of three building blocks: (i) an analysis of the concept of TR as currently conceptualized and researched in the TBLT theoretical and empirical literature, and a review of the empirical literature on the nature and observed effects of TR in the oral modality; (ii) a discussion of the nature and potential effects of TR in the written modality, and, on the basisof the two previous building blocks, (iii) a reflection on implications forrefinements in TBLT theorizing and for the expansion of empirical researchagendas.ResumenEste trabajo presenta una reflexión sobre las características definitorias del procedimiento conocido como Repetición de la tarea (RT) en la modalidad escrita, así como los posibles efectos que sobre el aprendizaje lingüístico puedan derivarse de la puesta en marcha de distintas formas de RT. La tesis defendida es que es relevante desde las perspectivas teórica y aplicada reconsiderar los planteamientos actuales sobre la RT en lo que respecta a tareas orales sobre la base tanto de las características definitorias de la comunicación escrita, comode la idiosincrasia de las variedades de RT “externa” e “interna” quecaracterizan tareas es la modalidad escrita. Estas ideas se desarrollan sobre la base de tres pilares: (i) un análisis de los planteamientos teóricos y la investigación empírica de la RT en el ámbito de la comunicación oral, (ii) una discusión de la naturaleza y los efectos que potencialmente puedan derivarse de la repetición de tareas escritas y, sobre la base de los dos pilares anteriores, (iii) una reflexión sobre las posibles implicaciones para ulteriores desarrollos en la reflexión teórica y la investigación empírica

Language reflection fostered by individual L2 writing tasks. Developing a theoretically motivated and empirically based coding scheme

©2019. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/ This document is the Accepted version of a Published Work that appeared in Studies in Second Language Acquisition. To access the final edited and published work see https://doi.org/10.1017/S0272263119000275There has been a growing interest in the study of writing from the perspective of its potential contribution to language development. However, scant attention has been paid to key methodological considerations regarding the analysis of the connection between L2 writing processes, reflection on language while writing, and language learning. In an attempt to advance in this domain, and informed by models of L2 writing, and cognitive L2 writing research framed in the problem-solving paradigm, this study provides a comprehensive description of the language reflection individual writers engage in when solving the linguistic problems they face while completing writing tasks in their L2. The think-aloud protocols generated by 21 EFL learners while writing an individual argumentative essay were analyzed on the basis of a reconceptualization of language-related episodes as problem-solving strategy clusters. The result is a comprehensive, theoretically motivated, and empirically based coding system that is offered as a basis for future research in the domain. We discuss the methodological implications of our analytic approach and advance some theoretical implications for future debates on the language learning potential of individual writing tasks

Writing and Language Learning: Advancing Research Agendas.

Se trata de libro completo no publicado en abierto. Se adjunta pdf. con portada, datos editoriales e índice de la obraThe central aim of this book was to add to previous research on the connection between writing and language learning from a dual perspective: It sought to reflect current progress in the domain as well as to foster future developments in theory and research. The theoretical postulations contained in Part I identify and expand in novel ways the diverse lenses through which the varied, multi-faceted dimensions of the connection between writing and language learning can be explored. The methodological reflections put forward in Part III signal theoretically-grounded and pedagogically-relevant paths along which future empirical work can grow. The empirical studies reported in Part II illuminate the myriad of individual, educational, and task-related variables that (may) mediate short-term and long-term language learning outcomes. These studies examine diverse forms of writing, performed in varied environments (including pen-and-paper and digital writing), conditions (writing individually and/or collaboratively), and instructional settings (academic settings – including secondary school and college level institutions – as well as out-of-school contexts)

The Routledge Handbook of Second Language Acquisition and Writing. New York, Routledge

This book is a comprehensive compendium of theory and empirical research in SLA-oriented L2 writing studies. As such, it offers a comprehensive, systematic discussion of second language (L2) writing and L2 learning. Top international scholars synthesize and contextualize the salient theoretical approaches, methodological issues, empirical findings, and emerging themes in the connection between L2 writing and L2 learning, and set the future research agenda to move the field forward

Individual differences and L2 writing: Expanding SLA research

©2023. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/ This document is the Accepted version of a Published Work that appeared in final form in Studies of Second Language AcquisitionThis special issue Working memory and L2 writing: Implications for SLA individual differences research seeks not only to expand theory and research on IDs and L2 writing but also to position L2 writing more centrally in SLA debates on IDs in general and WM studies in particular. To this end, the special issue features theoretical reflections on the development of L2 writing IDs research and its connection with global SLA IDs theoretical, methodological, and empirical preoccupations together with a set of novel empirical studies on the role of WM in L2 writing processes and product

Feedback literacy in writing research and teaching: Advancing L2 WCF research agendas.

©2023. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/ This document is the, Accepted, version of a Published Work that appeared in final form in Assessing Writing. To access the final edited and published work see https://doi.org/10.1016/j.asw.2023.100786Research on corrective feedback (CF) has developed from its original focus on identifying which type of CF is most effective for developing L2 language learners’ grammatical accuracy to focusing on how learners use CF. Underpinning this is the assumption that learners know what to do with CF when they receive it. The concept of “feedback literacy” challenges this assumption. Carless and Boud (2018), define feedback literacy as “the understandings, capacities and dispositions needed to make sense of information and use it to enhance work or learning strategies” (p. 1316). Our intention in this paper is to reflect on the manner in which theoretical and empirical work on feedback literacy can contribute to advancing L2 written corrective feedback (WCF) research agendas. Central in our proposal is the partially under-researched aspect of experience in terms of the L2 writers’ educational background experience, particularly experience with L1 and L2 writing. We further argue that how learners were taught L1 writing and how the L1 educational culture/ society values writing can impact on how learners approach L2 writing tasks and accompanying feedback. Implications of this inclusive view of the learner for future research and pedagogy is discussed