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. 220–240
L2 learning and the frequency and quality of written languaging
Masako Ishikawa | Josai University
Andrea Révész | University College London
The study investigated the effects of
written languaging (WL) on second language (L2) learning and
the extent to which the frequency and quality of WL are
related to L2 development. It employed a
pretest-posttest-delayed posttest design, with participants
assigned to a +WL, −WL and control group. The treatment
involved the completion of an individual written dictogloss
task, after which the +WL had the opportunity to engage in
WL. The −WL only did the task. We found a beneficial impact
of WL on L2 development overall, and positive links between
L2 learning and the frequency and quality of WL.
Keywords: languaging, writing, noticing, dictogloss
Published online: 14 August 2020
https://doi.org/10.1075/lllt.55.10ish
https://doi.org/10.1075/lllt.55.10ish
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