Cover not available
Part of
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. 287–308

Chapter 13
Exploring the mediating role of emotions expressed in L2 written languaging in ESL learner text revisions

| Université du Québec à Montréal
| Université du Québec à Montréal

Little is known about the relationship between second language use and written languaging (e.g., Ishikawa & Suzuki, 2016; Suzuki, 2012). The few studies that have investigated the question highlight difficulties in understanding how to correct errors following written corrective feedback (e.g., Simard, Guénette, & Bergeron, 2015; Suzuki, 2012). Following the broaden-and-build theory, (Fredrickson, 2001), we hypothesized that emotions expressed in the written languaging of high school ESL learners (n = 42) produced immediately after receiving their corrected text would be related to text revision successfulness (i.e., correct revision of an incorrect form). Our results show that emotions expressed in the written languaging are not only associated with error rates but also positive emotions predict higher rates of successful revision.

Keywords: L2 written production, written languaging, emotions
Article outline
  • Introduction
  • The present study
  • Methodology
    • Participants
    • Instruments
    • Written production
    • Questionnaire
    • Procedure
    • Data coding
    • Data analysis
  • Results
    • Descriptive statistics
    • Hypothesis 1: Relationship between emotional state and revisions
    • Hypothesis 2: Emotional reaction and type of languaging
  • Discussion
  • Conclusion
  • Notes
  • References
Published online: 14 August 2020
DOI logo
https://doi.org/10.1075/lllt.55.13sim
References
Aubrey, S.
(2017) Measuring flow in the EFL classroom: Learners’ perceptions of inter- and intra-cultural task-based interactions. TESOL Quarterly, 51 (3), 661–692. DOI logoGoogle Scholar
Cohen, Y., & Norst, M. J.
(1989) Fear, dependence and loss of self-esteem: Affective barriers in second language learning among adults. RELC Journal, 20 (2), 61–77. DOI logoGoogle Scholar
Czimmermann, E., & Piniel, K.
(2016) Advanced language learners’ experience of flow in the Hungarian EFL classroom. In P. D. MacIntyre, T. Gregersen, & S. Mercer (Eds.), Positive psychology in SLA (pp. 193–214). Bristol: Multilingual Matters. DOI logoGoogle Scholar
Damasio, A. R.
(2012) L’autre moi-même. Paris: Odile Jacob.Google Scholar
(1994) Descartes’ error: Emotion, reason, and the human brain. New York, NY: G. P. Putnam’s Sons.Google Scholar
Dewaele, J. M.
(2005) Investigating the psychological and the emotional dimensions in instructed language learning: Obstacles and possibilities. The Modern Language Journal, 89 (3), 367–380. DOI logoGoogle Scholar
Dewaele, J. M., & MacIntyre, P. D.
(2014) The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4 (2), 237–274. DOI logoGoogle Scholar
Dörnyei, Z.
(2007) Research methods in applied linguistics. Oxford: Oxford University Press.Google Scholar
Dowden, T., Pittaway, S., Yost, H., & McCarthy, R.
(2013) Students’ perceptions of written feedback in teacher education: Ideally feedback is a continuing two-way communication that encourages progress. Assessment & Evaluation in Higher Education, 38 (3), 349–362. DOI logoGoogle Scholar
Egbert, J.
(2003) A study of flow theory in the foreign language classroom. The Modern Language Journal, 87 (4), 499–518. DOI logoGoogle Scholar
Fredrickson, B. L.
(2001) The role of positive emotions in positive psychology: The broaden and build theory of positive emotions. American Psychologist, 56 (3), 218–226. DOI logoGoogle Scholar
(2003) The value of positive emotions. American Scientist, 91 (4), 330–335. DOI logoGoogle Scholar
(2006) The broaden-and-build theory of positive emotions. In M. Csikszentmihalyi & I. Selega (Eds.), A life worth living: Contributions to positive psychology (pp. 85–103). New York, NY: Oxford University Press.Google Scholar
(2013) Updated thinking on positivity ratios. American Psychologist, 68 (9), 814–822. DOI logoGoogle Scholar
Fredrickson, B. L., Tugade, M. M., Waugh, C. E., & Larkin, G.
(2003) What good are positive emotions in crises? A prospective study of resilience and emotions following the terrorist attacks on the United States on 11 September 2001. Journal of Personality & Social Psychology, 84 (2), 365–376. DOI logoGoogle Scholar
Fredrickson, B. L., & Branigan, C.
(2005) Positive emotions broaden the scope of attention and thought-action repertoires. Cognition & Emotion, 19 (3), 313–332. DOI logoGoogle Scholar
Gardner, R. C., & MacIntyre, P. D.
(1993) On the measurement of affective variables in second language learning. Language Learning, 43 (2), 157–194. DOI logoGoogle Scholar
Gregersen, T., MacIntyre, P. D., & Meza, M. D.
(2014) The motion of emotion: Idiodynamic case studies of learners’ foreign language anxiety. The Modern Language Journal, 98 (2), 574–588. DOI logoGoogle Scholar
Guénette, D.
(2007) Is feedback pedagogically correct? Research design issues in studies on feedback on writing. Journal of Second Language Writing, 16 (1), 40–53. DOI logoGoogle Scholar
Guénette, D., & Lyster, R.
(2013) Written corrective feedback and its challenges for pre-service ESL teachers. The Canadian Modern Language Review, 69 (2), 129–153. DOI logoGoogle Scholar
Horwitz, E. K., Horwitz, M. B., & Cope, J.
(1986) Foreign language classroom anxiety. The Modern Language Journal, 70 (2), 125–132. DOI logoGoogle Scholar
Hyland, F.
(1998) The impact of teacher written feedback on individual writers. Journal of Second Language Writing, 7 (3), 255–286. DOI logoGoogle Scholar
Hyland, F., & Hyland, K.
(2001) Sugaring the pill: Praise and criticism in written feedback. Journal of Second Language Writing, 10 (3), 185–212. DOI logoGoogle Scholar
Imai, Y.
(2010) Emotions in SLA: New insights from collaborative learning for an EFL classroom. The Modern Language Journal, 94 (2), 278–292. DOI logoGoogle Scholar
Ishikawa, M.
(2018) Written languaging, learners’ proficiency levels and L2 grammar learning. System, 74 , 50–61. DOI logoGoogle Scholar
(2015) Metanotes (written languaging) in a translation task: Do L2 proficiency and task outcome matter? Innovation in Language Learning and Teaching, 9 (1), 1–15. DOI logoGoogle Scholar
(2013) Examining the effect of written languaging: The role of metanotes as a mediator of second language learning. Language Awareness, 22 (3), 220–233. DOI logoGoogle Scholar
Ishikawa, M., & Suzuki, W.
(2016) The effect of written languaging on learning the hypothetical conditional in English. System, 58, 97–111. DOI logoGoogle Scholar
Kirchhoff, C.
(2011) L2 extensive reading and flow: Clarifying the relationship. Reading in a Foreign Language, 2 , 192–212.Google Scholar
Kuhbandner, C., Aslan, A., Emmerdinger, K., & Murayama, K.
(2016) Providing extrinsic reward for test performance undermines long-term memory acquisition. Frontiers in Psychology, 7, 79. DOI logoGoogle Scholar
Landis J. R., & Koch, G. G.
(1977) The measurement of observer agreement for categorical data. Biometrics, 33 (1), 159–174. DOI logoGoogle Scholar
MacIntyre, P. D.
(2007) Willingness to communicate in the second language: Understanding the decision to speak as a volitional process. The Modern Language Journal, 91 (4), 564–576. DOI logoGoogle Scholar
MacIntyre, P. D., & Gardner, R. C.
(1994) The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44 (2), 283–305. DOI logoGoogle Scholar
(1991) Methods and results in the study of anxiety and language learning: A review of the literature. Language Learning, 41 (1), 85–117. DOI logoGoogle Scholar
MacIntyre, P. D., Gregersen, T., & Mercer, S.
(2016) Positive psychology in SLA. Bristol: Multilingual Matters. DOI logoGoogle Scholar
Mackey, A., & Gass, S. M.
(2005) Second language research: Methodology and design. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Mahfoodh, O. H. A.
(2017) “I feel disappointed”: EFL university students’ emotional responses towards teacher written feedback. Assessing Writing, 31 , 53–72. DOI logoGoogle Scholar
Mahfoodh, O. H. A., & Pandian, A.
(2011) A qualitative case study of EFL students’ affective reactions to and perceptions of their teachers’ written feedback. English Language Teaching, 4 (1), 14–27. DOI logoGoogle Scholar
Manchón, R. M.
(2011) Writing to learn the language: issues in theory and research. In R. M. Manchón (Ed.), Learning-to-write and writing-to-learn in an additional language (pp. 61–82). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Moradian, M. R., Miri, M., & Nasab, M. H.
(2017) Contribution of written languaging to enhancing the efficiency of WCF. International Journal of Applied Linguistics, 27 (2), 406–426. DOI logoGoogle Scholar
Murayama, K., Matsumoto, M., Izuma, K., & Matsumoto, K.
(2010) Neural basis of the undermining effect of monetary reward on intrinsic motivation. Proceedings of the National Academy of Sciences of the USA, 107 (49), 20911–20916. DOI logoGoogle Scholar
Pavlenko, A.
(2005) Emotion and multilingualism. Oxford: Oxford University Press.Google Scholar
Robinson, S., Pope, D., & Holyoak, L.
(2013) Can we meet their expectations? Experiences and perceptions of feedback in first year undergraduate students. Assessment & Evaluation in Higher Education, 38 (3), 260–272. DOI logoGoogle Scholar
Rowe, G., Hirsh, J. B., & Anderson, A. K.
(2007) Positive affect increases the breadth of attentional selection. Proceedings of the National Academy of Sciences, 104 (1), 383–388. DOI logoGoogle Scholar
Ryan, R., & Deci, E.
(2000) Self-determination theory and the facilitation of intrinsic motivation, social development and well-being. American Psychologist, 55 (1), 68–78. DOI logoGoogle Scholar
Schwarz-Friesel, M.
(2013) Sprache und emotion. Tübingen: Narr Francke Attempto.Google Scholar
Simard, D., Guénette, D., & Bergeron, A.
(2015) L2 learners’ understanding of written corrective feedback: Insights from their metalinguistic reflections. Language awareness, 24 (3), 233–254. DOI logoGoogle Scholar
Steinberg, F. S., & Horwitz, E. K.
(1986) The effect of induced anxiety on the denotative and interpretive content of second language speech. TESOL Quarterly, 20 (1), 131–136. DOI logoGoogle Scholar
Storch, N.
(2008) Metatalk in a pair work activity: Level of engagement and implications for language development. Language Awareness, 17 (2), 95–114. DOI logoGoogle Scholar
Suzuki, W.
(2012) Written languaging, direct correction, and second language writing revision. Language Learning, 62 (4), 1110–1133. DOI logoGoogle Scholar
Suzuki, W., & Itagaki, N.
(2009) Languaging in grammar exercises by Japanese EFL learners of differing proficiency. System, 37 (2), 217–225. DOI logoGoogle Scholar
Swain, M.
(2000) The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97–114). Oxford: Oxford University Press.Google Scholar
(2006) Languaging, agency and collaboration in advanced language proficiency. In H. Byrnes (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 95–108). London: Continuum.Google Scholar
(2010) Talking-it through: Languaging as a source of learning. In R. Batstone (Ed.), Sociocognitive perspectives on language use and language learning (pp. 112–130). Oxford: Oxford University Press.Google Scholar
Swain, M., & Lapkin, S.
(1998) Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal, 82 (3), 320–37. DOI logoGoogle Scholar
(2002) Talking it through: Two French immersion learners’ response to reformulation. International Journal of Educational Research, 37(3-4), 285–304. DOI logoGoogle Scholar
(2007) ‘Oh, I get it now!’ From production to comprehension in second language learning. In D. M. Brinton & O. Kagan (Eds.), Heritage language acquisition: A new field emerging (pp. 301–320). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Swain, M., Lapkin, S., Knouzi, I., Suzuki, W., & Brooks, L.
(2009) Languaging: University students learn the grammatical concept of voice in French. The Modern Language Journal, 93 (1), 5–29. DOI logoGoogle Scholar
Swain, M., & Watanabe, Y.
(2013) Languaging: Collaborative dialogue as a source of second language learning. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 3218–3225). Malden, MA: Wiley-Blackwell.Google Scholar
Talyzina, N. F.
(1981) Psychology and the learning process. Moscow: Progress Press.Google Scholar
Vygotsky, L. S.
(1986) Thought and language. Cambridge, MA: The MIT Press.Google Scholar
(1987) Thought and word. In R. W. Rieber & A. S. Carton (Eds.), The collected works of L. S. Vygotsky (Vol. 1, pp. 243–285). New York, NY: Plenum.Google Scholar
Waugh, C. E., Wager, T. D., Fredrickson, B. L., Noll, D. C., & Taylor, S. F.
(2008) The neural correlates of trait resilience when anticipating and recovering from threat. Social Cognitive and Affective Neuroscience, 3 (4), 322–332. DOI logoGoogle Scholar
Zacharias, N. T.
(2007) Teacher and student attitudes toward teacher feedback. RELC Journal, 38 (1), 38–52. DOI logoGoogle Scholar
Zuniga, M., & Rueb, A.
(2018) Dans le flow: l’Influence des tâches pédagogiques sur la qualité de l’expérience émotionnelle en classe de français de langue seconde. In F. Berdal-Masuy (Ed.), Emotissage. Les émotions dans l’apprentissage des langues. Louvain-la-Neuve: Presses Universitaires de Louvain.Google Scholar
Cited by

Cited by 7 other publications

Christelle Couyavah, Marie & Michael Zuniga
2022. Les effets d’une posture plurilingue de l’écriture collaborative sur l’expérience émotionnelle d’apprenantes créolophones et la qualité de leurs productions écrites. The Canadian Modern Language Review 78:2 ► pp. 129 ff. DOI logo
Ghanbaran, Samira, Saeed Ketabi & Mohammadtaghi Shahnazari
2023. Investigating the Effect of Task Type and Modality on Flow Experience Among Intermediate Persian EFL Learners. Journal of Psycholinguistic Research 52:6 ► pp. 2835 ff. DOI logo
Megawati, Fika, A. Effendi Kadarisman & Sheila Agustina
2022. Corrective Feedback: How has it been implemented in EFL Writing Class?. Education and Human Development Journal 7:03 ► pp. 1 ff. DOI logo
Sriwidharmanely, Sriwidharmanely, Sumiyana Sumiyana, Jogiyanto H. Mustakini & Ertambang Nahartyo
2022. Encouraging positive emotions to cope with technostress’s adverse effects: insights into the broaden-and-build theory. Behaviour & Information Technology 41:10 ► pp. 2201 ff. DOI logo
Suzuki, Wataru, Masako Ishikawa & Neomy Storch
2023. Chapter 6. Verbally mediated data. In Research Methods in the Study of L2 Writing Processes [Research Methods in Applied Linguistics, 5], ► pp. 123 ff. DOI logo
Zuniga, Michael
2022. Naviguer dans le paysage émotionnel de la classe de langue seconde vers de meilleures conditions d’apprentissage. La Revue de l’AQEFLS: Revue de l’Association québécoise des enseignants de français langue seconde 35:1 DOI logo
Zuniga, Michael
2023. The correlates of flow in the L2 classroom: Linking basic L2 task features to learner flow experiences. The Modern Language Journal 107:3 ► pp. 650 ff. DOI logo

This list is based on CrossRef data as of 23 march 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.