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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. 287–308

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Chapter 13
Exploring the mediating role of emotions expressed in L2 written languaging in ESL learner text revisions

 | Université du Québec à Montréal
 | Université du Québec à Montréal
Published online: 14 August 2020
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https://doi.org/10.1075/lllt.55.13sim
Abstract
Little is known about the relationship between second language use and written languaging (e.g., Ishikawa & Suzuki, 2016; Suzuki, 2012). The few studies that have investigated the question highlight difficulties in understanding how to correct errors following written corrective feedback (e.g., Simard, Guénette, & Bergeron, 2015; Suzuki, 2012). Following the broaden-and-build theory, (Fredrickson, 2001), we hypothesized that emotions expressed in the written languaging of high school ESL learners (n = 42) produced immediately after receiving their corrected text would be related to text revision successfulness (i.e., correct revision of an incorrect form). Our results show that emotions expressed in the written languaging are not only associated with error rates but also positive emotions predict higher rates of successful revision.
Article outline
  • Introduction
  • The present study
  • Methodology
    • Participants
    • Instruments
    • Written production
    • Questionnaire
    • Procedure
    • Data coding
    • Data analysis
  • Results
    • Descriptive statistics
    • Hypothesis 1: Relationship between emotional state and revisions
    • Hypothesis 2: Emotional reaction and type of languaging
  • Discussion
  • Conclusion
  • Notes
  • References
References (65)
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