SLWIS Newsletter - October 2018 (Plain Text Version)
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SCHOLARSHIP ON L2 WRITING IN 2017: THE YEAR IN REVIEW
Introduction Do you have difficulty keeping up with the literature in your research area? We do. Even in a relatively small field like second language (L2) writing, staying abreast of the current literature can be difficult. Since 2010, the number of publications on L2 writing has exceeded 200 per year. 2017—with nearly 340 publications—was no exception. To address this situation, we provide below an overview of scholarship on L2 writing published in 2017. Data for this article come from a search of databases such as ERIC (Educational Information Resources Center), LLBA (Linguistics and Language Behavior Abstracts), PQDT (ProQuest Dissertations and Theses), Worldcat (an online database that provides access to the collections of 72,000 libraries in 170 countries)—making it the world’s most comprehensive database of information about library collections—and Amazon.com, as well as a regular perusal of more than 60 journals that, to a greater or lesser extent, typically publish articles on L2 writing. The types of publications we address include primarily journal articles, dissertations, and books (authored and edited). A caveat: While this search was extensive, it would not be true to say that it was all inclusive. It was limited by the tools available and by the amount of time and effort that could be devoted to it. It also needs to be acknowledged that while it is somewhat international in scope, due mostly to the tools used, it has a Western bias. In short, what was found is a lot more than the tip of the iceberg, but it is certainly not the full picture. We reviewed the materials and categorized them by topic or focus, specifically, writers, readers, texts, contexts, instruction, and assessment. We realize that our classification system, like all classification systems, is leaky and that there are certainly other useful ways to organize this body of publications. We also apologize for any 2017 publications that we have missed. An Overview of the Publications Journal Articles Journal articles account for the largest portion of publications—285 out of 336 or 85% of all publications. These 285 articles appeared in 101 different journals. This would suggest an average of 2.8 articles per journal, but the distribution is greatly skewed. The top seven journals account for a little over one third of all the articles. They include (in order of most to least articles on L2 writing) the Journal of Second Language Writing, Assessing Writing, English Language Teaching, SLW News, TESOL Journal, System, and TESOL Quarterly. The foregoing plus the next seven journals account for about half of all the articles. The next seven journals include the Eurasian Journal of Applied Linguistics, the Journal of English for Academic Purposes, the Journal of English Language Teaching, the Journal of Language Teaching & Research, the Journal of Response to Writing, Language Learning & Technology, and the Journal of Language & Linguistic Studies. Dissertations Doctoral dissertations accounted for the second largest portion of the scholarship on L2 writing in 2017, 41 or 12% of all publications. These dissertations were completed at 33 universities. Seven universities produced two or more dissertations on L2 writing; these include the University of Birmingham, Arizona State University, City University of New York, Georgetown University, Indiana University of Pennsylvania, Michigan State University, and Northern Arizona University. Twenty-six other universities produced one L2 writing dissertation each. Books Thirteen books (representing approximately 4% of all publications) on L2 writing were published. Two of these were second editions of previously published books. There were nine monographs and four edited collections. The publishers include Routledge, the University of Michigan Press, NCTE, Parlor Press, Rowan & Littlefield, Sage, Springer, and Utah State University Press. The Scholarship Writer Our first category is the L2 writer. In this review, L2 writers are defined as those who are writing in a language other than their first/native language(s) or mother tongue(s). In 2017, L2 writers were studied in various contexts, such as classrooms and institutional, regional, national, and international contexts. In total, there are 77 publications in this category, which are further divided into four subcategories: L2 writers’ writing processes, the L2 writer and L2 writing strategies, L2 writer identity, and L2 writers’ challenges. L2 writers’ writing processes. The first subcategory is L2 writers’ writing processes, which consists of 28 publications. These studies explored variables in the writing processes of L2 writers from diverse linguistic and cultural backgrounds. The topics include how self-regulation, motivation, proficiency, and gender influence L2 first-year writing achievement (Adaros); English majors’ use of self-regulatory control strategies in academic writing and how this is related to L2 motivation (Csizér & Tankó); whether first-year college writers (both L1 and L2) of English perceive a need for language instruction and the nature of the relationship between this need and self-directed language development (Ferris, Eckstein & DeHond); the role of motivation in international ESL graduate students’ engagement with writing at the university writing center (Jones); engaging undergraduate writers through motivational dynamics in the L2 writing classroom (Evans); English native and Arab EFL graduate student writers use of personal stance to interact with readers in their writing (Menkabu); implicit theories of intelligence predicting L2 writers’ motivation and feedback orientation (Waller & Papi); the influence of learner characteristics on ESP genre-based instruction and pedagogical tasks (W. Wang); L2 writers’ beliefs in first year composition classrooms and implications of these beliefs for pedagogy and curriculum design (Yang); the influence of previous L2 French or L2 English learning on L3 German writing skills (Bartelheimer, Hufeisen & Janich); the development of Spanish-English bilingual children’s writing skills (Gillanders, Franco, Seidel, Castro & Méndez); and how Spanish-English bilinguals’ use of evidence to support and develop arguments changes over time from high school through university (Kibler & Hardigree). The studies in this subcategory also investigate how to become confident in academic writing (Chamcharatsri, Garcia & Rodriguez); the function of authorial agency of a college ESL writer in the composing process as she turned an argumentative essay into a multimodal digital video (Cimasko & Shin); the function of the individual agency of Taiwanese EAL doctoral students in navigating scholarly writing and international publishing (Ho); the effect of metacognitive judgements on L2 graduate writers’ quality of texts (Negretti); L2 writers’ use of metaphors in the process of writing (Hoang); the way in which signed languages cooperate with written languages in the composing process (Cooper & Tiên); the effect of language experiences on heritage writers’ writing proficiency (Gatti & O’Neill); the “immigrant advantage” in the writing of L3 French learners (Knouzi & Mady); the effect of first language (L1) writing system on ESL knowledge of vowel and consonant spellings (Martin); the effects of L1 frequency on foreign language acquisition (Paquot); the effect of discursive resistance on a refugee-background student’s written and oral narrative (Shapiro & Macdonald); the way in which mind maps reveal and develop genre knowledge in a graduate writing course (Wette (b)); the relationship between composing processes and coherence/cohesion in French foreign language writing skill (Yetis); an Israeli soldier’s engagement in multilingual and multimodal composing and its effect on his ways of thinking about and doing literacy (Fraiberg); how emergent multilinguals achieve their communicative goals through translanguaging in writing (Kiramba); and international multilingual student writers’ (re)negotiation of their languages and literacy practices in a first-year multilingual composition class (Prikhodko). L2 writer and L2 writing strategies. L2 writers’ strategy use in writing constitutes another large writer subcategory, which features 31 publications. The topics in this subcategory include using Etherpad to facilitate online collaborative writing activities and help learners with different language learning strategies (Ayan & Seferoğlu); synchronous web-based collaborative writing to mediate interaction among L2 writers (Cho); informal participation in online activities to develop complexity, accuracy and fluency of L2 written products (Kusyk); corpus-based discourse information analysis to help Chinese EFL learners’ autonomy in legal case brief writing (Chen (a)); multimodal digital literacies to help L2 writers (Christiansen; Moore); blogging to help L2 writers in online language courses (L. Lee); collaborative writing practice to help adolescent ELLs in face-to-face and online contexts (Vorobel & Kim); peer review to help L2 writers at a Saudi university (Altamimi); digital tools to help French L2 writers in peer editing (Caws, Léger & Perry; Tsai); web-based peer review to help L2 writers with revision (Leijen); automated corrective feedback to facilitate L2 learning (Alsallami); traditional and e-feedback to help L2 writers (Ariyanti & Nur); coded feedback to facilitate EFL students’ revision (Buckingham & Aktuğ-Ekinci); and using written corrective feedback to facilitate L2 Spanish composition (Caras). The studies in this subcategory also include information on how secondary school students’ ability levels influence the relevance and accuracy of their feedback to peers (Chong (b)); how to use students’ responses to facilitate teachers’ provision of more effective written feedback (Song, Hoon & Alvin; Mahfoodh; Uscinski); how to use cognitive styles and written corrective feedback to help young adult learners (Moslemi & Dastgoshadeh); how to use critical thinking to improve L2 writing performance (Indah; Soodmand, Afshar, Movassagh & Radi Arbabi); how Indonesian authors use local style in their English research writing (Arsyad & Adila); how to use grammar problem-solving strategies to improve L2 writing (Geist); how to use reverse transfer from L2 to L1 to facilitate writing (Babaii & Ramazani); how to use scaffolding mechanisms to help L2 writers’ to individually and socially share metacognition in writing (Jafarigohar & Mortazavi); how to use writing and reading knowledge of second-generation bilinguals to improve writing performance (Ardila, Garcia, Garcia, Mejia, & Vado); how to use L2 writing strategies to facilitate the developmental process of Korean students (M. Lee); how to use needs analysis to improve classroom task implementation (Mochizuki); and how a diary self-study of learning Spanish and Chinese helps in understanding “multilingualizing” composition (Severino). L2 writer identity. L2 writer identity was addressed in ten publications. Banegas investigated L2 creative writers’ identities and writing processes; Eick, Fields, & Matsuda discussed expertise in L2 writing; Espana explored bilingual students’ identity and language ideologies; Kibler (b) elaborated a minoritized bilingual’s development of disciplinary identities through writing; A.S.J. Lee delineated multilingual writing center tutors’ and multilingual student writers’ identity enactments; Pang depicted cross-lingual and transnational identities as writer, translator, editor, and reader; Phillips explicated multilingual graduate writers’ shifting identities; Reyes studied teachers’ ethnic and cultural identities, beliefs, and practices in writing feedback; Rompogren investigated identity positioning in mainstream and multilingual first-year composition courses; and Seltzer discussed L2 writers’ identity, language, and power in a critical translingual English classroom. L2 writers’ challenges. L2 writers’ challenges were addressed in eight publications. Aslim Yetis studied L2 writers’ writing anxiety; Jou investigated the hidden challenges of tasks in an EAP writing textbook; Langum & Sullivan discussed the challenge of a doctoral student in Sweden in producing international academic publications; Maznun, Monsefi & Nimehchisalem explored undergraduate L2 writers’ difficulties in writing introductions for research reports; Muhammad & Nair elaborated the level of pragmatic competence of L2 writing skills among Nigerian undergraduates; Ravichandran, Kretovics, Kirby & Ghosh depicted L2 graduate students’ writing challenges in grammar, vocabulary, organization, flow of ideas, critical thinking, and plagiarism; Reichelt & Li investigated challenges faced by Saudi students’ writing at a U.S. university; and Xue discussed her own experiences and challenges as an L2 writer in a US graduate creative writing program. Summary. We presented four subcategories with respect to the writer in the scholarship on L2 writing in 2017, which are L2 writers’ writing processes, L2 writers and L2 writing strategies, L2 writer identity, and L2 writers’ challenges. In this review, motivation, collaborative writing, corrective feedback, and peer review in L2 writing research still occupy much of the scholarship. In addition, L2 writers’ L1 and L2 learning experience are mostly viewed as resources and strategies in learning an additional language, constructing identities, and facing challenges. Reader Reader is the second category in our review. Reader in our definition refers to instructors and students who read L2 written texts and students who read instructors’ feedback on their writing. Among 11 publications focusing on readers, three subcategories emerged. These subcategories include teachers’ practice of giving feedback, learners’ use of feedback, and reader interaction with academic texts. Teachers’ practice of giving feedback.This subcategory is represented in four publications that investigated different types of feedback given by writing instructors in different teaching contexts.Saliu-Abdulahi, Hellekjer, & Hertzberg interviewed EFL writing teachers in Norway and concluded that their dominant tendency was to give feedback to finished texts rather than drafts. Cao examined how instructors’ knowledge and belief-systems impacted their written corrective feedback in a Chinese university. Ahern-Dodson & Reisinger studied teacher corrective feedback on students’ French composition and suggested that teachers combine written feedback with audio comments to shift from being “graders” to more engaged “readers.” Correa & Echeverri discussed how pre-service teachers’ understanding of context, purpose and audience, and perception of grammar impacted their view of academic writing. Learners’ use of feedback.Four publications were found in the subcategory of reader. Pashazadeh's study looked at how different options for written corrective feedback (mid-focused corrections, unfocused corrections, unfocused corrections plus revision, and no corrective feedback) delayed students’ acquisition of English grammar. Maas developed the “learner-driven feedback” approach, which allowed students to become more independent writers by directing how and on what areas of their writing they should receive feedback. Rodway (b) promoted the application of dialogic collaborative feedback, which asked students to self-evaluate and self-reflect to participate more actively in the assessment process. Lastly, Ma examined how “Mark My Words,”a kind of computer-facilitated feedback, helped students reduce their writing errors. Reader interaction with academic texts.Three articles analyzed reader interaction with academic texts. Schieman investigated how emergent bilinguals used marginal writing on their assigned course readings to facilitate their literacy learning. Hynninen & Kuteeva conducted interviews with historians and computer scientists in Finland and Sweden to determine how they perceived and understood the rules of academic writing for journals. Finally, in an asynchronous online group review setting, Saeed & Ghazali scrutinized how Arab EFL students’ comments on argumentative essays affected their revision process. Summary. In 2017, research on the reader in L2 writing continued to pay some attention to the role of instructor’s feedback to student writing. Different modes of feedback, from text-based to online, from written corrective feedback to electronic feedback, and different feedback contexts were explored. Another area of research was reader responses to academic texts, which enriched our understanding of how the reading process impacted the L2 writing instructor’s pedagogical choices and the L2 writer’s learning strategies. Text analysis The third category in our review is text analysis. A total of 58 articles focused on analyzing textual features of L2 writing from different angles; these articles were further divided into eight subcategories: lexical and lexico-grammatical analysis, syntactic analysis, text coherence and progression, genre analysis, stance, error analysis, multiple measures of textual complexity, and text analysis across languages. Lexical and lexico-grammatical analysis.Seventeen articles addressed lexical and lexico-grammatical analysis, comprising the highest number of publications on text analysis. In this subcategory, eight articles approached lexico-grammatical analysis through the use and acquisition of particular L2 lexicons in L2 writers. Topics under investigation included the use of connector words in summaries written by secondary and university level learners of French (Rivard, Minkala-Ntade, Roch-Gagné, & Gueye), the positioning of concessive clauses in Iranian writers’ texts (Rezaee & Golparvar), the use of shell nouns in Japanese and American student writing in Japanese and American corpora (Tahara), the use of shell nouns and nominalization in creating cohesion and constructing stance in English argumentative essays written by native and Korean speakers of English (C. Yoon), and the use of noun phrases in academic writing by Chinese EFL and proficient language users (Wang & Beckett). Two publications explored the relationship between data-driven learning and the lexico-grammatical competence of L2 writers regarding the use of nouns (Yilmaz) and linking adverbials (Larsen-Walker). Also on the topic of linking adverbials, Phoocharoensil took a corpus-based approach to trace how the four adverbials of result--thus, therefore, hence,and so--were used in English academic writing. The lexical competence of L2 writers was another line of research in the subcategory of lexical and lexico-grammatical analysis. Articles in this line discussed the construction oflexical cohesion in L2 writing texts (Johnson (a)), the contribution of lexical frequency and lexical diversity to writing scores across proficiency levels (Akbari; Gonzalez), lexical diversity and the use of academic and lower frequency words in EFL academic writing (Akbari), the use of collocations in Spanish writing (Salido & Garcia), and the use of lexical collocations of native and non-native scholars of English (Demir). In addition to lexical competence, a separate group of publications in this subcategory focused on lexical bundles in L2 writing. Ruan studied the use of lexical bundles in academic writing by Chinese college freshmen and seniors. Bychokovska & Lee compared the common misuses of lexical bundles in argumentative writing by native and Chinese speakers of English. Lastly, Alamri compared the use of moves and lexical bundles in Saudi and international journals through genre-based and corpus-driven approaches. Syntactic analysis.The second subcategory of text analysis is syntactic analysis, the topic of seven articles. Three out of these six studies adopted a corpus-based approach to explore the use of different syntactic structures in L2 writing. Larsson developed a functional classification of the introductory “it” pattern across three parameters: academic discipline, native/nonnative speaker status, and level of achievement (lower graded vs. higher graded nonnative student texts). Chen (b) examined the use of the subordinating conjunction although of Chinese EFL learners, while Uçar & Yükselir studied the employment of the logical connector thus in Turkish EFL learners’ academic writing. Two publications looked at the use of sources by L2 writers. Ma & Qin investigated citation competence of Chinese ESL college students by identifying four factors--cognitive proficiency of source use, academic reading proficiency, academic writing proficiency, and citing motivation--in their L2 academic writing whereas Wette (a) studied the use of sources by undergraduate post-novice L2 writers in disciplinary assignments. Text coherence and progression.Another subcategory of text analysis was research on text coherence and progression, which was addressed in five publications. Shen analyzed factors that led to text readability in L2 writing by Chinese writers. Issitt identified and measured written linguistic feature development in L2 writing by postgraduate students. Written discourse analyses were conducted in two studies to observe the thematic progression patterns in recount texts (Safitri & Bahri) and in analytical exposition texts (Setiawati, Hapsari, & Priyatmojo) produced by Indonesian L2 students. Finally, Xie examined the utilization of moves in thesis literature reviews by Chinese English-major MA students. Genre analysis. Genre analysis continued to be a constant scholarly interest in L2 writing, which is reflected in 11 publications in our review. In 2017, L2 writing scholars approached genre analysis from varying perspectives. Argumentation as a genre in L2 writing was the topic of investigation of four publications. Hirvela (a) pointed out the fact that argumentative writing skill is important to L2 writers in various assessment contexts, from standardized tests to classroom assignments, yet argumentation in L2 writing remained an under-researched area. In the same vein, Kirkpatrick contemplated how argumentation should be taught differently in L1 and L2 classroom settings whereas Johns highlighted the need to raise students’ awareness of addressing context and audience in argumentative writing tasks. H. Yoon (a) studied argumentative essays written by Greek EFL students and concluded that textual voice elements contributed to the overall argumentative strength of a piece of writing. Other scholars were concerned with the nuances of how Polish and English native speaker linguists write differently in academic research articles (Hryniuk), and how grammatical accuracy and syntactic complexity do not change in L2 writing across the genres of narrative and argumentative writing (Yoon & Polio). Other genres under investigation are the rhetorical analysis, which was discussed via students’ creation of an infomercial (Larotta), multimodal composition and how students transitioned from print to multimodal composing (Warschauer), language description in an English for specific purposes context (Flowerdew), blog posts (Elgort), and articles written in Japanese and English (Mueller). Stance.The next subcategory of text analysis is research on stance, represented by five publications. Stance in L2 writing was studied from multiple approaches, from intercultural comparison and analysis of metadiscourse markers to analysis of metaphor and hedging strategies. Deveci & Hmida documented a study that compared and contrasted how native speakers of English and of Arabic employed speech acts in formal emails.Duruk conducted a corpus-based study that looked at the frequency of interpersonal metadiscourse markers in academic writing by Turkish Master’s students, whereas Liardét scrutinized the use of interpersonal grammatical metaphors in Chinese EFL learners. Crosthwawite & Jiang showed through their study that explicit teaching of stance greatly facilitated persuasive academic writing. Chen & Zhang conducted an intercultural analysis of texts produced by Chinese and Anglophone academic English writers to compare their frequency of use of hedges and pragmatic competence. Error analysis. Error analysis has also been of steady interest in the category of L2 text analysis. Studies in this subtopic examined errors in student essays in a Ghanian context (Amoakohene), error patterns in texts produced by Generation 1.5, L1 and L2 first year writing students (Doolan), errors in definite and indefinite article use in Saudi EFL writing (Alhaisoni, Gaudel, & Al-Zuoud), mistakes in subject-verb agreement and construction of complex sentences by Malaysian tertiary students (Singh; Singh, Singh, Razak, & Ravinthar), and language errors that Thai English major students tend to make, with an emphasis on the importance of explicit teacher feedback (Sermsook, Liamnimit, & Pochakorn). Multiple measures of textual complexity. Seven publications approached text analysis through assessing linguistic complexity in L2 written products, using multiple measures. Vandommele, Van Den Branden, Van Gorp, & De Maeyer conducted multilevel analyses of the impact of collaborative multimodal writing produced by Dutch as a second language students. H. Yoon (c) analyzed essays by Chinese EFL learners in terms of topic effects, development across proficiency levels, and complexity. Two studies focused on written syntactic complexity (Mancilla, Polat, & Akcay; Mao & Jiang) and others looked at CAF (complexity, accuracy, fluency) metrics in L2 written products, either alone (Raish) or in relation to task complexity (Johnson (b); H. Yoon (b)). Text analysis across languages. Research on text analysis across languages is represented by four publications in our review. Scholars in these studies delineated the differences in texts produced in different languages by the same multilingual writer. Jahangard & Holderread traced the process of L2 writers translating from their L1 and concluded that the translation method did not produce better writing than writing directly in the L2. Smith, Pacheco, & De Almeida depicted how 8th grade students used multimodal codemeshing in their composition process. Lindgren, Westum, Outakaski, & Sullivan explicated the meaning making in the writing of 15-year-old students composing in Finnish/Norwegian/Swedish and English. And lastly, Cuenat studied how German speaking seventh graders in Switzerland wrote in French and English as foreign languages. Summary. In 2017, L2 writing texts were analyzed for both local and global issues. Analyses of local issues were conducted at different levels, from syntactic to lexical and lexico-grammatical, and erroneous instances, in which lexical and lexico-grammatical analysis generated the largest body of research. Global issues under examination included text coherence and progression, genre analysis, and stance analysis in which genre analysis accounted for the highest number of publications with special attention paid to argumentation in L2 writing. Compared to L2 writing scholarship in 2016, research in 2017 took a new direction in examining texts produced in different languages by the same multilingual writer. This vein of research helped to reveal both the cognitive processes and writing choices of multilingual writers. Instruction The field of L2 writing is deeply rooted in classroom instruction. Therefore, it is not surprising that the category of instruction is the largest in our annual review. In 2017, there were a total of 110 publications related to various aspects of L2 writing instruction. To better organize these publications, we further divided them into five subcategories: pedagogical practices, response to student writing, technology in the writing class, teacher development, and translingualism. Pedagogical practices. In the category of instruction, considerable attention was paid to various pedagogical techniques, approaches, and curricula, whose effectiveness was investigated and reported in 67 publications. Pedagogical techniques and strategies seem to be the smallest unit that writing teachers can implement in their pedagogical practice. How does the usage of certain techniques or strategies in classrooms improve students’ writing skills and prepare them for different writing contexts? This question has been investigated by 25 publications. The techniques/strategies under examination include Group Grid and Round Table techniques (Urunami, Bharati, & Faridi), clustering techniques and peer assessment (Widyawati & Trisanti), peer scaffolding (Ranjbar & Ghonsooly), observation journaling (Randolph), prewriting techniques such as synectics (Balkır & Topkaya) and transferring and manipulating a context (Alkhatnai), inclusive strategies (Ortmeier-Hooper), Google search techniques (Han & Shin), literacy narratives (Finn), cognitive and metacognitive writing strategies (Pitenoee, Modaberi, & Ardestani), meaning-focused pre-tasks (Abrams & Byrd), short story reading (Bartan), authentic picture books and illustrated book usage (Birketveit & Rimmereide), teaching and learning circles (Caplan & Farling), photo description and writing about their communities (Chong (d); Martinez-Álvarez & Ghiso), fanfiction (Vale), data-driven learning (DDL) (Cotos, Link, & Huffman), translation-based activities (Mbeudeu), and the Cooperative Integrated Reading and Composition (CIRC) technique (Ibriza). Strategies also include how experienced teachers teach IELTS candidates’ writing (Ostovar-Namaghi & Safaee), how teachers organize a two-way dual language classroom (Lozano), how to develop metacultural writing competence for online intercultural communication (Xu), how to treat EAL writers ethically (Tardy & Whittig), and how to enhance multilingualism in academic writing (Menghini). How a certain type of instruction enhances students’ writing skills has also been investigated. Research results have been reported in 18 publications. The issues addressed by these studies include how to use STEM topics and tasks to teach academic writing (Torrie), how to use student-led talk to support argumentative writing (Ossa Parra, & Proctor), how to use a Systemic Functional Linguistics conceptualization of argumentation to examine emergent arguments (Pessoa, Mitchell, & Miller), how to teach writing based on reading in an EFL context (Ren), how to provide content support to reduce L2 writers’ process burden and facilitate linguistic encoding (Révész, Kourtali, & Mazgutova), and how to add context to EFL instruction to improve writing outcomes (Tang). Issues also include how thematic progression instruction affects college students’ writing (Wei), how explicit language instruction impacts students’ writing (Wiley & McKernan), how teaching a prescriptive paragraph structure model influences L2 writers’ argumentation (Rodway (a)), how strategy instruction (Göy; C. Han), teaching based on product and process writing (Jouzdani, Biria, & Mohammadi), and different types of scaffolds (Hemmati & Mortazavi) impact students’ writing and writing regulatory skills, how metacognition-based intervention affects coherence and cohesion in EFL students’ writing production (Briesmaster & Etchegaray), how source-based writing practice impacts EFL learners’ writing abilities (Gholami & Alinasab), and how flipped instruction affects students’ foreign language writing skills differently from a lecture-based writing class (Ekmekci). In addition, Hsu investigated the instructional input and students’ uptake of high school EFL writers’ writing processes. Fernandez, Peyton, & Schaetzel surveyed writing instruction in adult ESL programs to see if teaching practices met adult learner needs. Investigations of the effectiveness of different teaching approaches constitute another important part of pedagogical practices. Teaching approaches investigated by L2 writing scholars in 2017 included a tutoring approach (Wu & Guerra), a reading-writing integration approach (Malova; Hirvela (b)), a genre-based approach (Abdel-Malek; Gómez Burgos), a principled eclectic approach (Alharbi), a flipped learning approach (Lee & Yilmaz), a product approach (Gardner), a context model-based approach (Lin), and approaches with critical thinking embedded (Chason, Loyet, Sorenson, & Stoops) and with systemic functional linguistic-based genre pedagogy and task-based language teaching combined (Yasuda). In addition, four books investigated and synthesized approaches that can be implemented in L2 writing classrooms. For example, Bitchener investigated approaches that can be employed by supervisors to help address the writing issues that may emerge during the thesis/dissertation journey. Bitchener, Storch, and Wette reviewed instructional approaches in teaching writing for academic purposes to multilingual students. Polio (a) reviewed the activities, approaches, and real-life writing tasks and genres that are the most applicable and useful for the language teaching classroom. And Mott-Smith, Tomaš, and Kostka introduced approaches for teaching effective source use. Among all pedagogical approaches investigated in the literature, the topic of collaborative writing and its impact on students’ writing skill development stood out and was discussed in four publications. The issues around collaborative writing include how peer-mediated/collaborative writing and individual writing modes affect students’ writing fluency, accuracy, and complexity (Soleimani, Modirkhamene, & Sadeghi); how student-selected and teacher assigned pairs worked differently while students were engaged in collaborative writing (Mozaffari); whether students’ independent writing improved after whole-class collaborative writing (Caplan), and how collaborative work affected students’ L2 writing achievement (Isnaini). Finally, a number of studies investigated how a specific curriculum impacted students’ L2 writing and enhanced students’ writing skill development. Curriculum works as the largest unit in pedagogical practices. The curricula under investigation include an essay writing course (Seçer & Ҫeliköz), an EAP course with critical thinking instruction (Tanaka & Gilliland), a collaborative course, which paired a science communication course and language course (Welsh, Shaw, & Fox), and an audience-focused writing curriculum (Durán). In addition, Elola & Oskoz argued that L2 curriculum must incorporate broader notions of literacies that are associated with the development of new digital genres. Response to student writing. Although approaches to teaching composition have changed dramatically, a focus on response to student writing has remained constant. Both teachers and students think that feedback on student writing is essential in L2 writing instruction. This explains why responding to student writing constitutes another large subcategory under instruction in L2 writing scholarship. The question of how to provide the most effective feedback is investigated by 13 publications. L2 writing scholars have examined the effectiveness of a variety types of feedback. They include text-based interactional feedback (Warsidi), comprehensive corrective feedback (X. Zhang (b)), multimodal feedback (Debbek), translation plus oral corrective feedback (Ito), and peer review (Kurihara). Other scholars made comparisons among different feedback types to investigate which is more effective. These comparisons were made between direct written feedback and direct written feedback combined with written reasons behind the errors (Moradian, Miri, & Nasab), between feedback from EssayCritic and feedback from collaborating peers (Mørch, Engeness, Cheng, Cheung, & Wong), between video feedback and written feedback (Özkul & Ortaçtepe), and between oral feedback and written feedback (Chamcharatsri). Scholars concerned with response to student writing also related corrective feedback to writers’ individual differences and to the use of technology. For example, one study investigated the role of grammatical knowledge in moderating the effectiveness of both direct and indirect written corrective feedback (Brown). Another study examined students’ peer feedback using Turnitin as peer review tool in first-year writing classes (Li & Li). Others examined the general effectiveness of corrective feedback in an EFL context by drawing from both quantitative and qualitative evidence (X. Wang) and learners’ and teachers’ preferences for types of written corrective feedback in an EFL context (Li & He). Technology in the writing class. As technology rapidly develops, its widespread implementation in L2 writing instruction is not surprising. In 2017, writing teachers’ optimism and enthusiasm about the use of computer-assisted tools to facilitate students’ writing processes and improve their written products continued. In this study, we found 14 publications that addressed various topics related to the computer-assisted teaching of L2 writing. For example, studies have been conducted on reviewing the practical ways educators can implement the use of technology in their English and language arts classrooms (Alrubail) and on investigating how mobile learning and the use of a range of apps can foster peer and self-editing (Hojeij & Hurley). Besides this type of general review, researchers also took a narrower approach to investigate how technology revolutionizes L2 writing instruction by focusing on the implementation of specific types of computer-assisted tools. Among these studies, three investigated the effects of wikis in developing students’ writing skills, reducing their writing anxiety, and shaping their interactions (Kassem; Li & Zhu (a); Li & Zhu (b)). Many scholars investigated how other techniques, such as computer-generated feedback (Z. Zhang), digital handwriting apps (Chen, Carger, & Smith), podcasts (Popova, Kirschner, & Joiner; Quaddour), computer-based multimodal composition (Dzekoe), On-Line Discussion Forum (ODF) (Akmal), “ScribJab” (a multilingual iPad application and website) (Dagenais, Toohey, Bennett Fox, & Singh), data-driven and web-based practical support tools (Mizumoto, Hamatani, & Imao), and Writing Online Workshop (Kunkel), facilitated students’ writing and reviewing processes. Teacher development. How teachers perceive their pedagogical practices and how they develop professionally have significant impact on L2 writing instruction. In 2017, eight studies investigated issues related to writing teacher practice and development. For example, research has been conducted to investigate how expatriate English writing instructors in Chinese universities teach and reflect on their roles (Shi), how instructors reflect on the teacher-student relationship in tutoring conferences (Shvidko (d)), how writing tutors utilize gesture and manipulate pen and paper to scaffold L2 writers (Kim & Cho), how mainstream teacher candidates’ evaluation of ESL writing is influenced by the ethnic identity of a writer and the background of a rater (Kang & Veitch), how novice Chinese EFL teachers’ writing beliefs and practices affect students (X. Zhang (a)), how writing teachers of multilingual students conceptualize their pedagogical practices (Racelis), how Saudi EFL teachers support, apply, and understand the theory of integration between reading and writing (Almalki & Soomro), and how ESL teachers explain their pedagogical decisions for L2 writing instruction (Chenowith). Translingualism. Translingual writing continues to be an important theme in the category of instruction. In addition to discussing translingualism solely at theoretical and conceptual levels, L2 writing scholars try to apply translingualism to pedagogical practices. For example, scholars have investigated the possibility of using translingual identity as pedagogy by international teaching assistants (Zheng), how English as a Lingua Franca and translingualism in EAP and ESP classes can benefit from intercultural rhetoric (McIntosh, Connor, & Gokpinar-Shelton), how writing center tutors can help translingual writers to recognize, define, understand, and expand their linguistic choices (Newman), how translanguaging can work as a practice and as a pedagogical tool to defy the monolingual tradition (Musanti & Rodríguez), how a teacher’s use of “buddy pairs” created a classroom environment where students could task risks and participate in translanguaging (Bauer, Presiado, & Colomer), how a Japanese student and her instructor negotiated voice in a translingual classroom (Canagarajah & Matsumoto), and the practices of pedagogizing translingual practices (De Costa, Wang, Singh, Fraiberg, Milu, & Canagarajah; Horner & Tetreault). Summary. In this section, we reviewed the scholarship on L2 writing related to instruction. We created five major subcategories: pedagogical practices, response to student writing, technology in the writing class, teacher development, and translingualism. From this overview we can see that, as in previous years, instruction continues to attract the greatest amount of scholarly attention from L2 writing specialists. Scholarship on instruction has covered a wide range of topics, especially in the subcategory of pedagogical practices. As for scholarship in the future, we expect more studies investigating the effectiveness of various computer-assisted tools and more studies examining the applicability of translingualism in L2 writing classrooms. Assessment There are 46 studies that focus on writing assessment, accounting for approximately 14 percent of publications on L2 writing in 2017. We divided these studies into six subcategories. The subcategories related to measurement and validation have the largest number of studies, 21 out of 46, but subcategories that emphasize assessment from pedagogical or/and learning perspectives also stand out, comprising 14 studies. Other subcategories focus on rating, technology, and course/program assessment. Measurement. Measurement is a classic theme in the category of writing assessment, and three studies paid focal attention to measuring writing competence. The topics include the measurement of the complexity, accuracy, and fluency of written Arabic (Raish), lexical richness and formulaic competence in writing assessment (Bestgen), and an integrated approach to measuring achievement in writing development (Abdulmajeed). Validation. Validation is the largest subcategory, accounting for 18 studies. The majority of the studies in this group investigated relationships among different constructs or variables. For example, general English proficiency was examined in relation to writing productive ability (Benzehaf), disciplinary writing performance (Biber, Reppen, & Staples), or vocabulary knowledge (Karakoç & Köse), or as a predictor of international business students' English writing performance (Wong, Delante, & Wang). Writing proficiency or scores were also explored in terms of their relationships with specific features, such as syntactic complexity (Park), organization (Plakans & Gebril (b)), or voice (H. Yoon (a); Zhao), and with different genres, narrative versus expository writing (Jeong). In addition to other constructs, writing proficiency was studied in relation to various variables. Deygers, Van den Branden, and Peters compared L1 versus L2 performance while Isbell looked into examinee age and rater effects. Other studies investigated characteristics of testing contexts, for example, the effects of keyboard type (Ling (a); Ling (b)), and task related features, such as planning time (Tabari). Other validation studies examined English with a writing strategy inventory or scale (Hwang & Lee; Raoofi, Gharibi, & Malaki), computer literacy and the construct validity in CBI writing assessment (Jin & Yan), or a local placement test in a higher education EFL program (Johnson & Riazi). Assessment for teaching and learning. One noticeable trend in the writing assessment category is the effort to situate assessment in learning and teaching contexts. Six studies addressed the issue of testing embedded in teaching and learning. Sadegi & Rahmati proposed integrating assessment as, for, and of learning in a large-scale exam preparation course, and Llosa & Malone explored students’ and instructors’ perceptions of writing tasks and performance on TOEFL iBT versus university writing courses. In particular, formative assessment and feedback were centered around assessment for teaching and learning as well. Naghdipour suggested various ways to incorporate formative assessment in Iranian EFL writing. Two studies emphasized feedback for learning-oriented assessment by discussing classroom writing assessment and feedback in L2 school contexts (I. Lee) and the impact of instructor feedback in a task that integrates reading and writing (Kim & Kim). Dlaska & Krekeler looked at the effect of grades on the effectiveness of corrective feedback. More specifically, eight studies paid focal attention to how
learner-centered assessment facilitates assessment for learning. Three
studies provided insights into understanding peer and teacher assessment
by comparing various feedback practices (Ayachi; Yu & Hu) or
focusing on a specific tool, for example, assessment dialogues using
e-writing portfolios (Chong (a)). Other studies put more emphasis on
student voices and perceptions of tests, such as placement tests
(Ferris, Evans, & Kurzer) and the TOEFL iBT writing section (E.
Kim (a)), or in a very particular context, as the Saudi EFL context
(Obeid). Other studies add insight into assessment by focusing on
learners’ agency and their active engagement in writing as a process.
Zarei, Pourghasemian and Jalai examined learners’ writing task
representation in an EAP course, and found that students with
process-oriented task representation outperformed students with a
product-oriented perspective on writing while Jayne presented the design
and implementation of processfolio as an alternative assessment to
promote teaching and learning. Rating. In the scholarship on writing assessment, rating continued to attract considerable attention. Studies on rating were conducted with two different foci, rating scales rubrics and rater-related variables. Kuiken & Vedder proposed functional adequacy in L2 writing as the basis for a new rating scale, and Rakedzon & Baram-Tsabari discussed a rubric for assessing academic and popular science writing skills. Studies on raters covered inexpert EFL raters’ rating and decision-making behaviors (T. Han), the impact of rater negotiation (Trace, Janssen, & Meier), and the relationship between textual characteristics and rating quality (Wind, Stager, & Patil). Technology in assessment. The use of technology for assessment continued to be studied as a main subcategory in the digitalized age. Automated scoring and measurement in L2 essays were investigated with such specific populations as Chinese engineering students (Liu, Wang, Xu, & Liu) as well as with syntactic complexity in corpus-based L2 writing research (Lu). Computerized feedback was also analyzed for various purposes, such as the effect on self-correction (Chacón-Beltrán) and the comparison between teacher, peer, and computer-generated feedback (Chong (c)). Course/Program assessment. The last subcategory, the assessment of a course or a program is another topic in L2 writing assessment. Aryadoust evaluated a tertiary-level writing course based on Kirkpatrick’s model while Cheatle elucidated the relationship between ELL students and writing centers for meaningful/effective assessment. Summary. Studies on writing assessment in 2017 addressed a wide range of issues, encompassing both canonical areas of interests (e.g., measurement, validation, rating, course/program assessment) and topics constructing a new paradigm for writing assessment, assessment for learning and teaching. Aligned with this trend, technology was explored not only to enhance the validity and reliability of writing assessment but also to empower writer agency and promote learner-centered assessment. Future studies are expected to continue to probe these topics with more contextualized and sophisticated methods and topics. Context The last category for the 2017 yearly review is context, which includes 34 studies. We divided this category into three subcategories, language learning contexts, non-conventional institutional contexts, and disciplinary dialogues. Language learning contexts. The studies in this subcategory highlighted the importance of learning contexts in understanding current issues in L2 writing. Issues in EFL settings were frequently addressed, such as secondary schools in Korea (E. Kim (b)), higher education in Korea (S. E. Lee), and content and language integrated learning contexts (Roquet & Pérez-Vidal). ESL settings served as a meaningful resource as well. Hsin & Snow argued for a benefit of bilingualism in social perspective-taking acts, and Olson, Matuchniak, Chung, Stumpf, & Farkas recommended using cognitive strategies to reduce achievement gaps in writing for Latino ELLs, with both studies in the K-12 context. Similarly, You studied multilingual international students’ writing in a business school from a translingual perspective. Two studies dealt with multiple settings. Wu & Zhang compared the effects of language environment (EFL and ESL) on Chinese graduate students’ perceptions of English writing and their writing performance, while Gruber & Tonkyn made a comparison of secondary schools in England and Germany in terms of writing in French. Non-conventional institutional contexts. Some scholars were more interested in L2 writing in less canonical institutions. Schreiber & Đurić expounded on issues in an EFL writing center outside the university, while Smith looked into a workbook for writing centers in multilingual settings. Online writing has become another essential non-conventional writing context. Li & Storch investigated affordances, multimodality, and collaboration in L2 writing as computer-mediated communication. Yim & Warschauer reviewed web-based collaborative writing in L2 contexts and suggested methodological applications from text mining. Disciplinary Dialogues. In our review, disciplinary dialogues refer to the broad discussion of topics within the field of L2 writing. This subcategory includes interviews of graduate students and experts in the field of L2 writing (Shvidko (a)-(g)); research synthesis, for example, publications on research methods and agendas in L2 writing (Polio (b); Polio (c)); and a review of scholarship published in 2016 in L2 writing (Silva, Yang, Shvidko, & Shin). We included short pieces from the Disciplinary Dialogues section in the Journal of Second Language Writing (JSLW), which are discussions of various current issues in L2 writing. We also included discussions encompassing general topics from a comprehensive perspective, such as controversies in L2 writing (Casanave), a review on the 16th Symposium of Second Language Writing (Matsuda, Chinokul, & Sukavatee), and L2 writing scholarship in the JSLW (Pelaez-Morales). In addition, there were more focused discussions, addressing such topics as scholarship on argumentative writing (Atkinson; Kibler (a); Plakans & Gebril; Stapleton) and explicit language instruction based on systemic functional linguistics (Pessoa). Notably, 2017 scholarship paid focal attention to multimodal composition and computer-mediated communication, refining digital literacy in L2 writing in relation to pedagogical impact, learning processes, and disciplinary identity (Belcher; Manchón; Miller-Cochran; Qu; Xu & Matsuda; Yi; Zheng & Warschauer). Lastly, disciplinary writing was focused also on discipline-specific writing (Flowerdew & Costley) and the professionalization of L2 writing (Matsuda, Snyder, & O’Meara). Summary. Scholarship on writing context in 2007 was notably diversified in terms of the range of its focal discussion. The topics and issues were broadened to encompass areas which received little attention in the previous literature, such as foreign language writing, K-12 learning contexts, and other non-conventional L2 writing settings. Disciplinary discussion was also enriched by linking discipline-wide core issues to contexts with cutting-edge technology or to language learning theories and practices. This diversification is expected to continue, promoting useful insights into the role of context in L2 writing. Conclusion It is clear from the foregoing that L2 writing continues to be a vibrant and growing area of study overall. This growth is most evident in the number of journal articles on L2 writing as well as the number of journals in which these articles appear. In addition, the production of L2 writing dissertations and books (both edited and authored) remains strong. With regard to topic and focus, the ranking of the categories of publications on L2 writing remains fairly consistent. 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TESOL Quarterly, 51(2), 275-301. You, X. (2017). Mapping academic literacy networks: Multilingual international students writing in a business school, Unpublished doctoral dissertation, University of New Hampshire. Yu, S., & Hu, G. (2017). Understanding university students’ peer feedback practices in EFL writing: Insights from a case study. Assessing Writing, 33, 25-35. Zarei, G., Pourghasemian, H., & Jalali, H. (2017). Language learners' writing task representation and its effect on written performance in an EFL context. Journal of Psycholinguistic Research, 46(3), 567-581. Zhang, X. (2017a). Exploring a novice Chinese EFL teacher’s writing beliefs and practices: A systemic functional perspective. International Journal of Language Studies, 11(1), 95-118. Zhang, X. (2017b). Reading-writing integrated tasks, comprehensive corrective feedback, and EFL writing development. Language Teaching Research, 21(2), 217-240. Zhang, Z. (2017). Student engagement with computer-generated feedback: A case study. ELT Journal, 71(3), 317-328. Zhao, C. (2017). Voice in timed L2 argumentative essay writing.Assessing Writing, 31, 73-83. Zheng, B., & Warschauer, M. (2017). Epilogue: Second language writing in the age of computer-mediated communication. Journal of Second Language Writing, 36, 61-67. Zheng, X. (2017). Translingual identity as pedagogy: International teaching assistants of English in college composition classrooms. Modern Language Journal, 101(S1), 29-44. Tony Silva is a Professor of English and the Director of the Graduate Program in Second Language Studies at Purdue University. Kai Yang is a doctoral student in the Graduate Program in Second Language Studies at Purdue University, where he also teaches introductory composition for undergraduate students and classroom communication for international teaching assistants. His research interests include theoretical and methodological aspects of second language writing, translingual writing, and World Englishes. Ji-young Shin is a PhD student in the Second Language Studies program at Purdue University. With her diverse background as a secondary education EFL teacher, textbook writer, and national exam writer, Ji-young researches issues in language testing/assessment and corpus linguistics, especially their interfaces with second language writing. Yachao Sun is a PhD student in Second Language Studies at Purdue University. His research interests are in second language writing, translingual writing, a sociocognitive approach to SLA/SLW, and second language writing assessment. Phuong Minh Tran is a second year PhD student in the Second Language Studies Program at Purdue University. She also works as a Graduate Instructor for the Introductory Composition at Purdue (ICaP) Writing Program where she teaches mainstream and second language freshman composition. Her research interests encompass second language writing, assessment, writing center studies, cultural studies, and identity research. |
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