Chapter published in:
Complex Dynamic Systems Theory and L2 Writing DevelopmentEdited by Gary G. Fogal and Marjolijn H. Verspoor
[Language Learning & Language Teaching 54] 2020
► pp. 3–26
Chapter 1Exploring dynamic developmental trajectories of writing fluency
Who benefited from the writing task?
Kyoko Baba | Kinjo Gakuin University
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.
Keywords: developmental trajectories, writing fluency, task iteration, individual growth curve modeling, L2 writing
Article outline
- Introduction
- Research on patterns of changes in L2 writing
- Methods
- Setting
- Participants
- Task and procedure
- Data
- Analysis
- Results
- Discussion and conclusion
-
References
Published online: 04 June 2020
https://doi.org/10.1075/lllt.54.01bab
https://doi.org/10.1075/lllt.54.01bab
References
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