Chapter published in:Writing and Language Learning: Advancing research agendas
Edited by Rosa M. Manchón
[Language Learning & Language Teaching 56] 2020
► pp. 207–230
A mixed-methods approach to exploring the L2 learning potential of writing versus speaking
The study reported in this chapter investigated the extent to which task modality can impact L2 learners’ (a) noticing of the target form, (b) target form incorporation, and (c) perceptions of task-induced demands in a grammar-focused task. Using a mixed-methods approach, three sources of information were examined: (a) stimulated recall protocols, (b) learners’ task performance, and (c) subjective post-task questionnaires. Although both task modality conditions led to substantial noticing and form incorporation, along with similar ratings of task demands, participants in the writing condition were more accurate in incorporating the target form into their own output. Findings are discussed in terms of their implications for the L2 learning potential of writing versus speaking and the contributions of mixed-methods approaches to the study of task modality in SLA.
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