Edited by Gary G. Fogal and Marjolijn H. Verspoor
[Language Learning & Language Teaching 54] 2020
► pp. 3–25
Chapter 1. Exploring dynamic developmental trajectories of writing fluency
Who benefited from the writing task?
This study investigates the developmental trajectories of L2 writing fluency in 105 university students when the same task procedure was repeatedly used in a classroom setting throughout an academic year. The students wrote a timed narrative composition in their English L2 along with reflective writing in their L1 Japanese every week. Individual growth curve modeling revealed that their writing fluency increased over a year, but the rate of change varied significantly from person to person. Case analyses of high- and low-growth performers suggested that the former seemed to benefit more from task iteration, and actions that showed reflection in action and a positive attitude toward the task may have contributed to increased growth.