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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. 219–240

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Chapter 10
L2 learning and the frequency and quality of written languaging

 | Josai University
 | University College London
Published online: 14 August 2020
DOI logo with link
https://doi.org/10.1075/lllt.55.10ish
Abstract
The study investigated the effects of written languaging (WL) on second language (L2) learning and the extent to which the frequency and quality of WL are related to L2 development. It employed a pretest-posttest-delayed posttest design, with participants assigned to a +WL, −WL and control group. The treatment involved the completion of an individual written dictogloss task, after which the +WL had the opportunity to engage in WL. The −WL only did the task. We found a beneficial impact of WL on L2 development overall, and positive links between L2 learning and the frequency and quality of WL.
Article outline
  • Introduction
  • Background
    • Theoretical framework
    • Previous research findings
  • Method
    • Design
    • Participants
    • Linguistic target
    • Assessment tasks and scoring
    • Essay tests
    • Grammar tests
      • Grammar production tests
      • Grammar recognition tests
    • Treatment task and procedure
    • Coding of T-WLEs
    • Questionnaires
    • Statistical analyses
  • Results
    • Effects of WL on L2 Learning (RQ1)
    • Frequency of T-WLEs and L2 learning (RQ2)　
    • Quality of T-WLEs and L2 learning (RQ3)
    • Correlation between the frequency and quality of T-WLEs (RQ4)
  • Discussion
    • Effects of WL on L2 development (RQ1)
    • Frequency of T-WLEs and L2 Learning (RQ2)
    • Quality of T-WLEs and L2 learning (RQ3)
    • Correlation between the frequency and quality of WLEs (RQ4)
    • Limitations and future directions
  • Conclusion
  • References
References (32)
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