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Models as written corrective feedback: Effects on young L2 learners’ fluency in digital writing from product and process perspectives

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Criado R., Garcés-Manzanera A., Plonsky L.
Studies in Second Language Learning and Teaching
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2022
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vol. 12
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issue 4
697-719
EN
This study was motivated by Truscott’s (1996, 2004) scarcely empirically tested claims that written corrective feedback (WCF) processing hinders fluency in subsequent rewriting owing to learners’ purposeful avoidance of making mistakes by composing shorter texts at a higher speed. It examined the writing fluency of the texts produced by eighteen 10-11-year-old L2 English children in a digital environment. They were divided into a feedback (N = 10) and a self-correction group (N = 8). Both groups engaged in a three-stage task: writing, comparison of their texts with a model or self-editing as appropriate, and rewriting. Fluency was analyzed via five product/offline and five process/online measures. The texts and writing behaviors were recorded with Inputlog 8.0. The results partially support Truscott’s claims. The feedback group improved their fluency in all the ten measures. However, the self-editing group showed higher fluency than the feedback group in seven of the ten measures, with the corresponding Hedge’s effect sizes between groups ranging from small to large. The study enlightens our knowledge of young learners’ writing fluency and supports adopting a multidimensional approach to understand the complex and multi-faceted nature of fluency as mediated by WCF processing.
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The role of cognitive individual differences in digital versus pen-and-paper writing

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Vasylets O., Mellado M. D., Plonsky L.
Studies in Second Language Learning and Teaching
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2022
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vol. 12
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issue 4
721-743
EN
It is unknown whether and to what extent cognitive individual differences may play different roles in paper versus computer-based second language (L2) writing. This exploratory study is a first attempt to explore this issue, focusing on the effects of working memory and language aptitude on the quality of paper versus computer-based L2 writing performance. Forty-two Spanish learners of L2 English performed a problem-solving task either digitally or on paper, took a working memory n-back test, and completed LLAMA tests to measure language aptitude. The quality of their L2 written texts was assessed in terms of complexity, accuracy and fluency (CAF) measures. The results indicated that the role of cognitive individual differences may vary depending on the writing environment.
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Modeling quality and prestige in applied linguistics journals: A bibliometric and synthetic analysis

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Xu Y., Zhuang J., Blair R., Kim A. I., Li F., Hernández R. T., Plonsky L.
Studies in Second Language Learning and Teaching
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2023
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vol. 13
|
issue 4
755-779
EN
The importance of academic journals in second language (L2) research is evident on at least two levels. Journals are, first of all, central to the process of disseminating scientific findings. Journals are also critical on a professional level as most L2 researchers must publish articles to advance their careers. However, not all journals are perceived as equal; some may be considered more prestigious or of higher quality and may, therefore, achieve a greater impact on the field. It is therefore necessary that we understand the identity and quality of L2 research journals, yet very little research (e.g., Egbert, 2007; VanPatten & Williams, 2002) has considered these issues to date. The current study sought to explore L2 journal identity and quality, and the relationship between these constructs. In order to do so, a database was compiled based on three different types of sources: (1) a questionnaire eliciting L2 researchers’ perceptions of the quality and prestige of 27 journals that publish L2 research (N = 327); (2) manual coding of different types of articles (e.g., empirical studies, review papers), data (quantitative, qualitative, mixed), research settings, and authorship patterns (K = 2,024) using the same 27 journals; and (3) bibliometric and submission data such as impact factors, citation counts, and acceptance rates. Descriptive statistics were applied to explore overall quality and prestige ratings as well as publication trends found in each journal. The relationships between those patterns and subjective ratings were also examined. In addition, regression models were built to determine the extent to which perceptions of journal quality and prestige could be explained as a function of journal and article features. We discuss the findings of the study in terms of on-going debates concerning publication practices, study quality, impact factors, journal selection, and the “journal culture” in applied linguistics.
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