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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. 129–148

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Chapter 6
Languaging

Chinese students rewrite a narrative in English

 | Beijing Foreign Studies University
Published online: 14 August 2020
DOI logo with link
https://doi.org/10.1075/lllt.55.06yan
Abstract
Taking a perspective from sociocultural theory, this study examined the effects of languaging on Chinese university EFL students’ rewriting a story. Multiple sources of data were collected including discussions, co-constructed writings, individual revisions, and interviews. Data analysis found that languaging helped the participants co-construct meaning and solve comprehending and language problems in the process of writing. Languaging was also observed to have immediate, delayed, and ongoing effects on joint writing and individual revision. This study suggests that an opportunity to engage in languaging with the support of source readings and models can facilitate the generation of students’ ideas and expressions necessary for writing and allow them to reflect on their language knowledge in the process of writing and revising.
Article outline
  • Introduction
  • Languaging and L2 writing
  • Method
    • Context and participants
    • Data collection
    • Data analysis
  • Findings and discussions
    • Languaging focus at the composing stage
    • Languaging focus at the comparing stage
    • Noticing and individual revision
  • Conclusion
  • Acknowledgements
  • References
References (27)
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