Chapter published in:
Languaging in Language Learning and Teaching: A collection of empirical studiesEdited by Wataru Suzuki and Neomy Storch
[Language Learning & Language Teaching 55] 2020
► pp. 130–148
Languaging
Chinese students rewrite a narrative in English
Luxin Yang | Beijing Foreign Studies University
Taking a perspective from sociocultural theory,
this study examined the effects of languaging on Chinese university
EFL students’ rewriting a story. Multiple sources of data were
collected including discussions, co-constructed writings, individual
revisions, and interviews. Data analysis found that languaging
helped the participants co-construct meaning and solve comprehending
and language problems in the process of writing. Languaging was also
observed to have immediate, delayed, and ongoing effects on joint
writing and individual revision. This study suggests that an
opportunity to engage in languaging with the support of source
readings and models can facilitate the generation of students’ ideas
and expressions necessary for writing and allow them to reflect on
their language knowledge in the process of writing and revising.
Keywords: story rewriting task, EFL learner, languaging, models
Published online: 14 August 2020
https://doi.org/10.1075/lllt.55.06yan
https://doi.org/10.1075/lllt.55.06yan
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