Journal of Second Language Writing最新文献

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JSLW Editorial for December 2025 2025年12月JSLW社论

IF 4.5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-12-01 DOI: 10.1016/j.jslw.2025.101267

YouJin Kim, Stephen Doolan

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Task repetition and L2 written performance: A meta-analysis 任务重复与第二语言写作表现：一项元分析

IF 4.5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-12-01 Epub Date: 2025-10-16 DOI: 10.1016/j.jslw.2025.101255

Mahmoud Abdi Tabari , Jingyuan Zhuang , Mahsa Farahanynia

This meta-analysis investigates the effects of task repetition (TR) on the syntactic complexity, accuracy, lexical complexity, and fluency (CALF) of second language (L2) written production. The study included 31 studies, with 65 unique samples. Results from three-level meta-analytic models revealed that task repetition had a positive effect on all CALF constructs, with significant effect sizes for accuracy (d = 1.19), lexical complexity (d = 0.75), fluency (d = 0.50), and syntactic complexity (d = 0.37). These findings suggest that TR is particularly beneficial for accuracy and lexical complexity but less effective for fluency and syntactic complexity. Variance analysis indicated that differences between primary samples accounted for the largest portion of total variance in all CALF constructs. Further moderator analyses revealed that factors such as spacing interval, number of repetitions, and feedback moderated the effects: Longer spacing intervals were associated with smaller effects, while more repetitions generally resulted in larger effects. Compared to TR without feedback, TR with feedback showed a statistically significant advantage for accuracy, a non-significant advantage for syntactic complexity and fluency, and a disadvantage for lexical complexity. This study provides valuable insights into optimizing TR within task-based language teaching (TBLT) to enhance L2 written production.

本荟萃分析探讨了任务重复（TR）对第二语言书面写作的句法复杂性、准确性、词汇复杂性和流畅性（CALF）的影响。这项研究包括31项研究，有65个独特的样本。三水平元分析模型的结果显示，任务重复对所有CALF构念都有积极影响，其中准确性（d = 1.19）、词汇复杂性（d = 0.75）、流畅性（d = 0.50）和句法复杂性（d = 0.37）的影响显著。这些发现表明，TR对准确性和词汇复杂性特别有益，但对流利性和句法复杂性的效果较差。方差分析表明，在所有CALF结构中，主要样本之间的差异占总方差的最大部分。进一步的调节分析表明，间隔时间、重复次数和反馈等因素会调节这种影响：间隔时间越长，影响越小，而重复次数越多，影响越大。与没有反馈的翻译相比，有反馈的翻译在准确性上有统计学上显著的优势，在句法复杂性和流畅性上有不显著的优势，在词汇复杂性上有劣势。本研究为优化任务型语言教学（TBLT）中的TR以提高二语书面产出提供了有价值的见解。

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The plurality of English in Global Englishes 全球英语中的英语多元性

IF 4.5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-12-01 Epub Date: 2025-10-03 DOI: 10.1016/j.jslw.2025.101253

Yachao Sun

This response to Christine Tardy’s paper affirms the value of Global Englishes (GE) and Global Englishes Language Teaching (GELT) for multilingual writing while arguing that effective implementation requires an explicit ideological stance on English plurality within GE. Drawing on frameworks between World Englishes (WE) and translingualism, and on the homogenizing tendencies of GenAI, this response paper contends that teachers need guidance for when to preserve, adapt, or normalize linguistic features. Building on Tardy’s “why” and “what,” this paper focuses on “how”: calling for clarifying English plurality within GE to inform instruction, assessment, and calibrated GenAI use, thereby fostering inclusive, rhetorically responsive, and transparent classroom ecologies.

对Christine Tardy的论文的回应肯定了全球英语（GE）和全球英语语言教学（GELT）对多语言写作的价值，同时认为有效实施需要在GE内部对英语多元化有明确的意识形态立场。根据世界英语和翻译主义之间的框架，以及GenAI的同质化趋势，这篇回应论文认为，教师需要指导何时保留、适应或规范语言特征。以Tardy的“为什么”和“什么”为基础，本文将重点放在“如何”上：呼吁澄清通用电气内部的英语多元化，以指导教学、评估和校准通用电气的使用，从而促进包容、修辞反应和透明的课堂生态。

引用次数: 0

IF 4.5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-10-28 DOI: 10.1016/j.jslw.2025.101260

Murad Abdu Saeed

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IF 4.5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-10-27 DOI: 10.1016/j.jslw.2025.101259

Zheng Wang

引用次数: 0

IF 4.5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-10-17 DOI: 10.1016/j.jslw.2025.101256

Yunyun Chen, Shuhong Li, Zhihong Wang, Lianrui Yang

引用次数: 0

The development and validation of a scale on student AI literacy in L2 writing: A domain-specific perspective 第二语言写作中学生人工智能读写能力量表的开发和验证：一个特定领域的视角

IF 5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-09-01 Epub Date: 2025-06-18 DOI: 10.1016/j.jslw.2025.101227

Linlin Xu , Lu Zhang , Ling Ou , Di Wang

Artificial Intelligence (AI) is transforming the educational landscape, especially in second language (L2) writing, reshaping how students approach the learning and practice of L2 writing. This shift has highlighted the importance of student AI literacy, which enables students to harness the power of AI tools and navigate the complexities of L2 writing more effectively and responsibly. Despite its significance, research on student AI literacy in L2 writing remains scarce, and there is a notable absence of instruments to measure, diagnose and track its development among L2 student writers. Heeding the call for developing psychometrically validated scales tailored to specific domains or disciplines, this study aims to develop and validate the L2 Writing-Student AI Literacy Scale (L2W-SAILS) for teachers and students to operationalise and assess student AI literacy in L2 writing. Building on relevant seminal works, this study proposed a four-dimension AI literacy framework, including ‘understanding’, ‘use’, ‘evaluation’, and ‘ethics’. Guided by this framework, a 22-item self-reported questionnaire on student AI literacy was developed and validated through exploratory and confirmatory factor analysis involving respectively 435 and 350 Chinese university students. The results confirm that the L2W-SAILS is a reliable measurement scale for assessing student AI literacy in L2 writing, and the proposed four-dimension model is a robust representation of student AI literacy. The findings also contribute to a pedagogical framework that informs AI-assisted teaching and learning of L2 writing.

人工智能（AI）正在改变教育格局，特别是在第二语言（L2）写作方面，重塑了学生学习和练习第二语言写作的方式。这一转变凸显了学生人工智能素养的重要性，它使学生能够利用人工智能工具的力量，更有效、更负责任地驾驭第二语言写作的复杂性。尽管具有重要意义，但关于第二语言写作中学生人工智能素养的研究仍然很少，而且明显缺乏测量、诊断和跟踪第二语言学生写作发展的工具。为了响应开发针对特定领域或学科的心理测量学验证量表的呼吁，本研究旨在开发和验证第二语言写作-学生人工智能素养量表（L2W-SAILS），以便教师和学生在第二语言写作中操作和评估学生的人工智能素养。在相关开创性研究的基础上，本研究提出了一个四维人工智能素养框架，包括“理解”、“使用”、“评估”和“伦理”。在此框架的指导下，我们编制了一份包含22个项目的学生人工智能素养自我报告问卷，并分别对435名和350名中国大学生进行了探索性和验证性因素分析。结果证实，L2W-SAILS是评估学生第二语言写作中人工智能素养的可靠测量量表，所提出的四维模型是学生人工智能素养的稳健表征。研究结果还有助于建立一个教学框架，为第二语言写作的人工智能辅助教学和学习提供信息。

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引用次数: 0

The case for a GELT paradigm in teaching multilingual writing GELT教学法在多语写作教学中的案例

IF 4.5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-09-01 Epub Date: 2025-08-14 DOI: 10.1016/j.jslw.2025.101232

Christine M. Tardy

The Global Englishes (GE) paradigm, including Global Englishes Language Teaching (GELT), offers a framework for understanding and teaching second language/multilingual writing in today’s global and digital contexts. GE/GELT recognizes the diversity of English writing, provides tools for developing GE-aware multilingual writers, and presents an important counter to the homogenizing forces of gatekeeping and, most recently, generative AI. GE/GELT is positioned here as an umbrella framework that emphasizes shared ideologies, values, and goals among several areas of research that are often positioned as separate from the field of second language writing: World Englishes, multilingualism, translanguaging, critical language awareness, and English as a lingua franca. In this paper, I argue for a more prominent role of GE/GELT in multilingual writing instruction and outline what a GELT orientation might look like in today’s multilingual writing classroom.

全球英语（GE）范式，包括全球英语语言教学（GELT），为在当今全球化和数字化背景下理解和教授第二语言/多语言写作提供了一个框架。GE/GELT认识到英语写作的多样性，为培养了解GE的多语种作家提供了工具，并对守门人的同质化力量以及最近的生成式人工智能提出了重要的反击。GE/GELT在这里被定位为一个伞形框架，强调在几个研究领域之间的共同意识形态、价值观和目标，这些研究领域通常被定位为独立于第二语言写作领域：世界英语、多语言、翻译语言、批判性语言意识和英语作为通用语。在本文中，我主张GE/GELT在多语写作教学中发挥更突出的作用，并概述了GELT在当今多语写作课堂中的定位。

引用次数: 0

Can digital collaborative writing intervention promote L2 learners’ writing performance and co-regulated learning: A mixed-methods design 数字协作写作干预能否促进二语学习者的写作表现和协同调节学习：一种混合方法设计

IF 4.5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-09-01 Epub Date: 2025-08-13 DOI: 10.1016/j.jslw.2025.101233

Jinyun Pan, Lin Sophie Teng

Grounded in sociocultural theory, this intervention study adopted an explanatory sequential mixed-methods approach to examine the linguistic effect of digital collaborative writing (CW) on Chinese English as a foreign language (EFL) learners’ writing development and the non-linguistic effect on their collective strategies for co-regulated learning (CoRL). Two intact classes of EFL learners from a Chinese university were assigned to either an experimental group (n = 34) or a control group (n = 42). Over 15 weeks, the experiment group attended a CW intervention via the online platform Shimo, while the control group completed the same writing tasks individually. Pre- and post-writing tests were used to examine EFL learners’ writing development using an analytic scoring rubric and fine-grained indices of complexity, accuracy, and fluency. Self-report questionnaires were employed to investigate learners’ CoRL strategies during collaboration. Two post-task interviews were conducted with 12 students from the experimental group to gather in-depth insights into the effect of CW with the affordance of digital tools. Quantitative results revealed that the experimental group outperformed the control group in overall writing scores and linguistic accuracy. They also reported an increased level of CoRL strategies compared to the control group. Qualitative findings elucidated that digital CW served as linguistic mediation for promoting writing proficiency and provided social and meta-cognitive scaffolding for fostering co-regulation among peers. The findings reveal that social interactions and collective scaffoldings can promote L2 learners’ cognitive and psychological development.

本研究以社会文化理论为基础，采用解释顺序混合方法研究数字协作写作（CW）对中国英语学习者写作发展的语言影响，以及对共同调节学习集体策略（CoRL）的非语言影响。来自中国一所大学的两个完整的英语学习者班级被分为实验组（n = 34）和对照组（n = 42）。在15周的时间里，实验组通过在线平台Shimo进行CW干预，而对照组则单独完成相同的写作任务。写作前和写作后测试使用分析评分标准和细粒度的复杂性、准确性和流畅性指标来检查英语学习者的写作发展。采用自述式问卷调查学习者在合作过程中的外语学习策略。我们对实验组的12名学生进行了两次任务后访谈，以深入了解在数字工具的支持下连续学习的效果。定量结果显示，实验组在整体写作得分和语言准确性方面优于对照组。与对照组相比，他们还报告了CoRL策略水平的提高。定性研究结果表明，数字连续语对提高写作水平起到语言中介作用，并为促进同伴间的共同调节提供了社会和元认知框架。研究结果表明，社会互动和集体搭建能够促进二语学习者的认知和心理发展。

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Selected bibliography of recent scholarship in Second Language Writing 最近第二语言写作奖学金的参考书目

IF 4.5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-09-01 Epub Date: 2025-09-23 DOI: 10.1016/j.jslw.2025.101236

Colleen Brice , Carolina Pelaez-Morales

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