Chapter published in:Languaging in Language Learning and Teaching: A collection of empirical studies
Edited 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
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
Aizawa, K., Ishikawa, S., & Murata, T.
Celce-Murcia, M., & Larsen-Freeman, D.
Chi, M. T. H.
Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R.
Chi, M. T. H., De Leeuw, N., Chiu, M. -H., & Lavancher, C.
Craik, F., & Lockhart, R.
Ishikawa, M., & Suzuki, W.
Izumi, S., & Bigelow, M.
(2000) Does output promote noticing in second language acquisition? TESOL Quarterly, 34 (2), 239–278. https://www.jstor.org/stable/3587952
Kowal, M., & Swain, M.
Luria, A. R.
Manchón, R. M.
Plonsky, L., & Oswald, F. L.
Qi, D. S., & Lapkin, S.
Révész, A., Sachs, R., & Hama, M.
Siegler, R. S.
Slamecka, N. J., & Graf, P.
Swain, M., & Lapkin, S.
Swain, M., Lapkin, S., Knouzi, I., Suzuki, W., & Brooks, L.
Vygotsky, L. S.