Kyoko Baba
List of John Benjamins publications for which Kyoko Baba plays a role.
Articles
2020. Chapter 1. Exploring dynamic developmental trajectories of writing fluency: Who benefited from the writing task?. Complex Dynamic Systems Theory and L2 Writing Development, Fogal, Gary G. and Marjolijn H. Verspoor (eds.), pp. 3–26
This study investigates the developmental trajectories of L2 writing fluency in 105 university students when the same task procedure was repeatedly used in a classroom setting throughout an academic year. The students wrote a timed narrative composition in their English L2 along with reflective… read more | Chapter
2020. Exploring the effects of web-based communication tasks on the development and transferability of audience awareness in L2 writers. Australian Review of Applied Linguistics 43:3, pp. 277–301
This article reports on two quasi-experimental studies that investigated the possible development and transfer of audience awareness in novice EFL writers as they engaged in online writing tasks through a Social Networking Service (SNS). Japanese students from two universities were asked to write,… read more | Article
2018. Chapter 11. Understanding benefits of repetition from a complex dynamic systems perspective: The case of a writing task. Learning Language through Task Repetition, Bygate, Martin (ed.), pp. 279–309
This classroom-based study explored the benefits of repeating a writing task over one year from the perspective of complex dynamic systems. The study specifically investigated how students’ use of self-regulation related to changes in L2 writing. Data were collected from 26 students in an EFL… read more | Chapter
2014. Task repetition and L2 writing development: A longitudinal study from a Dynamic Systems perspective. Task-Based Language Learning – Insights from and for L2 Writing, Byrnes, Heidi and Rosa M. Manchón (eds.), pp. 107–136
Previous research has shown that repetition of a task improves L2 oral performance in terms of fluency and complexity (e.g. Bygate 2001). However, there is no clear evidence regarding the effects of task repetition and task-type repetition on L2 writing ability. Using a Dynamic Systems perspective,… read more | Article
2006. 8. Goals, motivations, and identities of three students writing in English. Goals for Academic Writing: ESL students and their instructors, Cumming, Alister (ed.), pp. 125–141
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