刊讯｜SSCI 期刊 《二语写作杂志》 2023年第61-62卷

JOURNAL OF SECOND LANGUAGE WRITING

Volume 61-62, 2023

JOURNAL OF SECOND LANGUAGE WRITING（SSCI一区，2022 IF：6.1，排名：4/194）2023年第61-62卷共刊文28篇。其中，2023年第61卷共发文8篇，其中研究性论文6篇，书评2篇。研究论文涉及数字环境下的二语写作、句法复杂性、学术英语写作、多模态写作教学、多语诗歌写作教学等。2023年第62卷共发文20篇，其中研究型论文7篇，书评6篇, 跨学科交流7篇。研究论文涉及写作中的学术认同、二语法律写作、输入模态对读后续写的影响、注意和元语言意识、AI生成文本与二语写作等。欢迎转发扩散！（2023年已更完）

往期推荐：

目录

VOLUME 61

EDITORIAL

■Editorial, by Rosemary Wette, YouJin Kim, Article 101051.

ARTICLES

■Brain-bound vs. extended: Contrasting approaches to second-language research writing in digital environments, by Matthew Overstreet, Diana Akhmedjanova, Silvia Vaccino-Salvadore, Article 101019.

■Additive extensive reading and syntactic development in second language writing: Analyses of syntactic complexity and sophistication in young EFL learners’ book reports, by Hyunwoo Kim, Eunseok Ro, Article 101040.

■The value of models to support students' voice in middle school social studies argument writing, by Mary J. Schleppegrell, Sida Sun, Chauncey Monte-Sano, Article 101043.

■ Task evolution in English for Academic Purposes writing materials: The case of “Information Transfer” to “Critical Commentary”, by John M. Swales, Christine B. Feak, Article 101017.

■Exploring writing processes in authentic writing tasks: A multimodal mixed-method approach, by Anna Sala-Bubaré, Montserrat Castelló, Article 101038.

■The multilingual poetry task: Innovating L2 writing pedagogy in the secondary classroom, by Jared Michael Kubokawa, Article 101039.

BOOK REVIEWS

■Teaching Academic Writing: Practical Techniques in Vocabulary and Grammar, Second Edition. Eli Hinkel Routledge (2020), 484, Hardback: US $150.00. Paperback: US $54.95. Ebook: US $49.45, by Keith Folse, Article 101036.

■The Routledge Handbook of Second Language Acquisition and Writing, Rosa Manchón, Charlene Polio (Eds.). Taylor & Francis (2021), Hardcover $243 ebook $51.24, by Carol Severino, Article 101037.

VOLUME 62

EDITORIAL

■Editorial, by Rosemary Wette, YouJin Kim, Article 101076.

ARTICLES

■Mapping metacognitive genre awareness with L1 and L2 writers: Investigating novices’ engagement with an occluded genre, by Matt Kessler, Lauren Tuckley, Article 101042.

■Discoursal scholarly identity in research writing, by Qi Qi, Cecilia Guanfang Zhao, Article 101052.

■Navigating complexity in plain English: A longitudinal analysis of syntactic and lexical complexity development in L2 legal writing, by Yiran Xu, J. Elliott Casal, Article 101059.

■Exploring the effects of target-language extramural activities on students’ written production, by Henrik Kaatari, Tove Larsson, Ying Wang, Seda Acikara-Eickhoff, Pia Sundqvist, Article 101062.

■Effects of input modality on alignment in continuation writing, by Dianhui Cai, Liyan Huang, Article 101060.

■Source-based writing of the high- and low-proficiency adolescent writer in the high-school L2 classroom, by Gillian Baxter, Heike Neumann, Article 101064.

■Noticing and metalinguistic awareness in the L2 writing process: A translation-based writing task for L1 Arabic speakers preparing to teach Hebrew as a second language, by Julia Schlam Salman, Irit Haskel-Shaham, Article 101065.

BOOK REVIEWS

■Developing Writing Competence in L2 Chinese Classrooms: Research and Application, Li Yang & Laura Valentín-Rivera (Eds.). Multilingual Matters (2023). 192 pp. Hardback: US$129.95, £89.95, €109.95; Ebook: US$25, £15, €20. by Yanning Dong, Article 101044.

■Developing Multilingual Writing: Agency, Audience, Identity, Hiroe Kobayashi, Carol Rinnert. (Eds.). Springer Nature, Cham, Switzerland (2023), 365, E-book: €106.99, $109.00; Hardcover book: €129.99, $139.99, by Haiquan Huang, Rong Luo, Lina Qian, Article 101056.

■Teaching Writing in English as a Foreign Language: Teachers’ Cognition Formation and Reformation, Huan Zhao, Lawrence Jun Zhang (Eds.). Springer (2023), 200 pp. Hardcover: $129.99; E-Book: $92.61, by Xiaolong Cheng, Yan Liu, Article 101057.

■Crossing borders, writing texts, being evaluated: Cultural and disciplinary norms in academic writing, Anne Golden, Lars Anders Kulbrandstad, Lawrence Jun Zhang (Eds.). Multilingual Matters, the UK, Bristol (2021), 184, E-Book, $39.95; Hardback, $139.95; Paperback,$48.66, by Javad Zare, Ali Derakhshan, Article 101058.

■Feedback in L2 English Writing in the Arab World: Inside the Black Box, Abdelhamid M. Ahmed, Salah Troudi, & Susan Riley (Eds.). Palgrave Macmillan, Cham, Switzerland (2020). Hardback $109.93. Paperback $109.99. e-book $84.99. Kindle $25.61-$99. 251 pages. by Hadi BanatArticle 101061.

■The Diagnosis of Writing in a Second or Foreign Language, Ari Huhta, Claudia Harsch, Dmitri Leontjev, Lea Nieminen. Routledge (2024), Xii+334 pp. Hardback: US$170; E-Book: US$48.95, by Xin Li, Article 101063.

DISICIPLINARY DIALOGUES

■Generative artificial intelligence and second language writing, by Tanita Saenkhum, Soo Hyon Kim, Article 101066.

■The affordances and contradictions of AI-generated text for writers of english as a second or foreign language, by Mark Warschauer, Waverly Tseng, Soobin Yim, Thomas Webster, Sharin Jacob, Qian Du, Tamara Tate, Article 101071.

■Generative AI: Same same but different? by Diane Pecorari, Article 101067.

■AI technologies in the ESL/EFL writing classroom: The villain or the champion? by Pimyupa W. Praphan, Kittiphong Praphan, Article 101072.

■Beyond ChatGPT: Multimodal generative AI for L2 writers, by Joohoon Kang, Youngjoo Yi, Article 101070.

■Another contradiction in AI-assisted second language writing, by Ryuko Kubota, Article 101069.

摘要

Brain-bound vs. extended: Contrasting approaches to second-language research writing in digital environments

Matthew Overstreet, Wenzhou-Kean University, China

Diana Akhmedjanova, National Research University Higher School of Economics, Russia

Silvia Vaccino-Salvadore, American University of Sharjah, UAE

Abstract This article responds to calls to better understand the digital literacy practices of second and foreign-language writers. Researchers followed two Arab undergraduates as they completed a research writing task in a first-year writing course, tracing how these students used common digital resources, particularly digital 1) research tools, 2) writing tools and 3) course materials. Via screen-capture and regular interview sessions the participants’ research and writing activity was observed over a period of five weeks. To understand the resulting data, Vygotskian notions of mediation were combined with writing as extended mind, a recently introduced theoretical program that emphasizes the distributed nature of cognition. Study participants were found to deploy a wide range of digital resources, often in complex and creative ways. We identify two distinct mediation profiles that we argue mark two distinct approaches to research writing: a relatively brain-bound approach, which uses external resources primarily to structure internal cognitive function, and a more extended approach, which offloads a higher degree of cognitive function to the writer’s environment. These findings offer unique insight into the digital literacy practices of an understudied student population. They also raise important questions about how best to teach writing in a digital age..

Key words Digital literacy;  Research writing;  Writing tools;  Research tools;  Mediation strategies;  Writing as extended mind

Additive extensive reading and syntactic development in second language writing: Analyses of syntactic complexity and sophistication in young EFL learners’ book reports

Hyunwoo Kim, Yonsei University, South Korea

Eunseok Ro, Pusan National University, South Korea

Abstract This study explores how input-driven activity through extensive reading leads to syntactic growth in young students’ written production. Twenty-six young students learning English as a foreign language participated in extensive reading as an additional activity after school for a month (ER group), and their syntactic development was inspected by analyzing 14 syntactic complexity and six syntactic sophistication indices in the students’ book reports written preceding and following the reading activity. This group’s performance in writing was compared with that of another group of students who did not participate in the reading activity (Comparison group). Results of analyses for syntactic complexity showed that the ER group significantly improved in the length of sentence, the number of clauses, the number of coordination, and the number of verb phrases. This group also improved in syntactic sophistication by using less frequent verbs and less frequent verb-construction combinations in writing after the reading activity. In contrast, the comparison group showed improvements only in the length of sentence. We discuss these findings and pedagogical implications in light of usage-based approaches to language learning.

Key words Extensive reading;  Second language writing;  Syntactic complexity;  Syntactic sophistication

The value of models to support students' voice in middle school social studies argument writing

Mary J. Schleppegrell, Sida Sun, Chauncey Monte-Sano, University of Michigan, Ann Arbor, USA

Abstract Teachers are often advised to use model texts, sentence starters, and paragraph frames to support student writers, but little empirical research reports on how K-12 students take up language from such models. We use a systemic functional linguistics fine-grained approach to analyze 19 middle school students’ writing in social studies as they engaged in inquiry with sources across two years, reporting on how they drew on models to write arguments with evidence from sources. Students represent different reading levels and seventeen speak languages other than English. We report that students drew on the models but added ideational, interpersonal, and textual meanings of their own.We then analyze the interpersonal meanings that project students’ own voices, characterizing these voices as expansive or contractive and relating them to the argument tasks. We also discuss language choices that realize less formal registers. The study contributes to debates about models by demonstrating how the constraints and choices presented enabled students to meet disciplinary demands while bringing their own voices to their writing. We discuss implications for the use of models and for how students’ voices are valued and highlight methodological contributions to the analysis of voice.

Key words Models;  Voice;  Disciplinary argument writing;  Systemic functional linguistics;  Multilingual writers;  Social studies inquiry

Task evolution in English for Academic Purposes writing materials: The case of “Information Transfer” to “Critical Commentary”

John M. Swales, Christine B. Feak, University of Michigan, United States of America

Abstract This paper explores task evolution in English for Academic Purposes (EAP) writing materials, taking, as an illustrative case, written commentaries on non-verbal material such as that found in tables or graphs. The choice of this family of tasks is motivated by the fact that they have regularly occurred in EAP and English for Science and Technology (EST) textbooks from their outset in the 1970s and continue to be incorporated up to the present, as in Caplan & Johns (2022). We trace, with illustrative tasks and written responses, the evolution from Information Transfer (Widdowson, 1979) to Data Commentary, and on to Critical Commentary. We argue that this microcosm of EAP writing materials has, in fact, important parallels with other, more demanding, part genres such as reviews of the literature (from paraphrasing, to consolidating, and on to critical appraisal). We recognize that, in comparison to Second Language Acquisition (SLA) and Task-based Language Teaching (TBLT), the concept of “task” in EAP has been seriously undertheorized, and in the opening and closing sections, we attempt to rectify this.

Key words English for Specific Purposes Writing Tasks;  English for Academic Purposes writing tasks;  Writing task creation;  Data Commentary

Exploring writing processes in authentic writing tasks: A multimodal mixed-method approach 

Anna Sala-Bubaré, Montserrat Castelló, Faculty of Psychology, Education and Sport Sciences Blanquerna of the Ramon Llull University, C/ Císter 34, 08022 Barcelona, Spain

Abstract Writing is a critical skill in many academic and professional contexts, and multilingual writers often struggle to learn and master it. Understanding the processes and products involved in writing in these contexts is crucial to design better interventions and resources to help writers succeed in their writing endeavors. Yet, writing studies exploring the writing processes in authentic communicative situations are still scarce, partly due to the complexity of natural writing processes. In the article, we present a pedagogically and methodologically innovative task to explore multilingual writers’ processes and products when writing authentic texts. The task combines a range of unintrusive instruments that allow us to observe the writing processes (keystroke logging and screen recorder), collect writers’ perceptions and goals (writing logs, survey, and discussion) and assess their text's evolution, an extended research article abstract. The analysis integrates all data sources into Episodes to understand how and why writing processes and texts evolve. In the article, we describe the task in detail and discuss the main pedagogical and methodological benefits, as well as the challenges and future lines for writing research and teaching.

Key words Research writing;  Writing pedagogy;  Writing methods;  Situated writing;  Authentic tasks

The multilingual poetry task: Innovating L2 writing pedagogy in the secondary classroom

Jared Michael Kubokawa, Michigan State University, USA

Abstract This multiple case-study explores how a multilingual poetry task can be used to support multilingual writers in mainstream U.S. high school English language arts (ELA) classes. The purpose of the investigation is to closely examine the affordances of a multilingual poetry task and discuss its innovative pedagogical aspects in terms of the results that the task achieves—the learning it promotes—as well as highlight interdisciplinary collaboration between (English as a second language (ESL) and ELA teachers. I argue that the multilingual poetry task can innovate L2 writing pedagogy, address common problems that multilingual writers and their teachers face, and provide resident immigrant learners with affordances such as innovative developments in multilingual writing techniques, an understanding of compositional aspects of writing via open poetic forms, and an opportunity to explore humanistic aspects of language learning. A qualitative evidence-based approach is applied to analyze samples of multilingual poetry from two resident immigrant writers of diverse backgrounds (e.g., Belarus and Myanmar). This analysis is offset with learner immediate post-course and delayed interviews, learner reflective writing, and classroom observations and interactions. Finally, utilizing data from post-course ELA teacher interviews, the article discusses how interdisciplinary ELA-ESL teacher collaboration can better support emergent multilingual writers and move the field of second language writing forward.

Key words Multilingual poetry;  Innovation;  Resident immigrant learners;  Interdisciplinarity;  Meaningful literacy instruction;  Content-based instruction

Mapping metacognitive genre awareness with L1 and L2 writers: Investigating novices’ engagement with an occluded genre

Matt Kessler, University of South Florida, Department of World Languages, USA

Lauren Tuckley, Georgetown University, Center for Research and Fellowships, USA

Abstract This study examines L1 and L2 English-speaking undergraduates’ engagement with an occluded, promotional genre – the personal statement (PS). Using a case study design, the researchers explored the experiences of three novice writers with no prior exposure to PSs, as the students applied to a university-sponsored grants competition that required them to produce the genre. Drawing upon metacognition theory, the researchers investigated (1) students’ metacognitive genre awareness of the PS prior to composing, along with (2) the challenges that students faced when attempting to compose the genre for the first time. Special attention is paid to comparing the similarities/differences among the L1 and L2 writers. Data for the study included semi-structured interviews, multimodal visualizations, and stimulated recalls. The findings show shared areas of metacognitive genre awareness among the case study participants, in addition to multiple differences between L1 and L2 writers. Despite such differences, all students struggled with aspects of procedural knowledge when composing the occluded genre, encountering similar challenges. Implications are discussed for writing researchers and practitioners, including the potential of multimodal visualizations as a tool for tapping into learners’ metacognition and genre awareness.

Key words Genre awareness;  Multimodal visualizations;  Occluded genres;  Undergraduate composition;  Writing processes

Discoursal scholarly identity in research writing

Qi Qi, School of Foreign Languages, Dalian Maritime University, Dalian, China

Cecilia Guanfang Zhao, Department of English, Faculty of Arts and Humanities, University of Macau, Macao, China

Abstract The construction of a discoursal scholarly identity is central to research writing (Hyland, 2013). However, the definition of such an identity is still elusive in current scholarship, and the discussion regarding its construction sporadic. We reviewed relevant research published in English-medium academic journals within the recent two decades (2003–2022) in an attempt to demystify the concept of discoursal scholarly identity and its construction in research writing practices. This literature review identified three main streams of research that focus respectively on (1) the manifestation of a discoursal scholarly identity in academic written discourse, (2) the reconstruction of such an identity by readers, and (3) the construction of such an identity in and through social practices. Key conceptions and features of discoursal scholarly identity as discursively constructed, dialogically negotiated, and dynamic also emerged from such synthesis of literature. We end by identifying and discussing areas for future research on the construction of a discoursal scholarly identity in research writing practices, and the means to inform novice writers, especially L2 writers, of the proper manifestation and negotiation of such an identity in research writing.

Key words Discoursal scholarly identity;  Voice;  Academic writing;  Second language writing;  ERPP;  Literature review

Navigating complexity in plain English: A longitudinal analysis of syntactic and lexical complexity development in L2 legal writing

Yiran Xu, Department of Global Arts, Media and Writing Studies, The University of California, Merced, 5200 North Lake Rd, Merced, CA 95343, USA

J. Elliott Casal, Department of English, The University of Memphis, Patterson Hall, Memphis, TN 38152, USA

Abstract Since the 1960s, legal writing pedagogy in the United States has been heavily influenced by the plain English movement, which largely discourages the use of legal jargon and overly complex syntactic structures in legal documents. While these efforts to democratize legal English are laudable, it is unclear whether plain English practices can accommodate the needs of multilingual, foreign legal writers who have not yet acculturated to the U.S. legal discourse. Using mixed-effects modeling, this study tracks the development of syntactic and lexical complexity in 246 hypothetical legal essays written by 31 international Master of Laws students enrolled in a year-long legal language course. Results show that after one year of instruction, students demonstrated a significant increase in the use of nominalizations and sophisticated vocabulary. However, their sentences became notably shorter, and there was a marked decrease in the use of noun phrases with pre-modifying adjective within semesters. We discuss the intersection between plain English and academic writing practices and their impact on second language (L2) writers’ developmental trajectories. We also highlight important caveats to consider when implementing plain English pedagogy in legal language classrooms.

Key words L2 legal writing;  Writing complexity;  Plain English;  Longitudinal development

Exploring the effects of target-language extramural activities on students’ written production

Henrik Kaatari, Department of Humanities, University of Gävle, SE-801 76 Gävle, Sweden

Tove Larsson, Department of English, Northern Arizona University, Box 6032, Flagstaff, AZ 86011, USA

Ying Wang, Department of Language, Literature and Intercultural Studies, Faculty of Arts and Social Sciences, Karlstad University, SE-651 88 Karlstad, Sweden

Seda Acikara-Eickhoff, Department of English, Northern Arizona University, Box 6032, Flagstaff, AZ 86011, USA

Pia Sundqvist, University of Oslo, Department of Teacher Education and School Research, P.O. Box 1099 Blindern, N-0317 Oslo, Norway

Abstract Frequent engagement in English extramural activities (i.e., activities that take place outside the classroom) has been found to have a positive impact on EFL learners’ vocabulary knowledge and reading comprehension. In the present study, we aim to extend our knowledge of the possible impact of extramural activities into the realm of second-language writing. Specifically, we investigate the relationship among a number of English extramural activities and two aspects of writing development: lexical diversity and noun phrase complexity. The data are drawn from the Swedish Learner English Corpus (SLEC) which includes texts produced by Swedish secondary school students. The corpus also includes information on how many hours per week students (i) engage in conversations in English, (ii) communicate in English while playing computer/video games, (iii) read in English, (iv) spend time on social media with English content, (v) and watch TV shows or movies in English. The results show that reading in English leads to higher frequency of adjectival modification, whereas conversing in English and watching TV programs positively impact lexical diversity. The results of the study have implications for discussions about the role of L2 classroom instruction vis-à-vis learners’ extramural activities.

Key words  Extramural English;  Writing development;  Lexical diversity;  Grammatical complexity

Effects of input modality on alignment in continuation writing

Dianhui Cai, School of Foreign Studies, South China Normal University, Xiamen No.1 High School of Fujian, China

Liyan Huang, School of Foreign Studies, South China Normal University, Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents (South China Normal University), Ministry of Education, China; Center for Language Cognition and Assessment, Guangdong, China

Abstract Previous studies demonstrated that alignment entailed in the continuation task can facilitate language learning (e.g., Wang & Wang, 2015), but the investigation into how to maximize alignment to tap greater learning potential is still in its infancy. The present study extends this line of inquiry by examining whether interaction with multimodal presentations would bring about enhanced alignment effect in the reading-writing continuation task. Participants were three groups of Chinese senior English as a foreign language (EFL) learners who were exposed to each of the three input modalities: text modality, text+picture modality and text+video modality. Results showed that 1) text+video modality brought about stronger alignment at both linguistic and situational levels, more accurate and cohesive writing production; 2) text+picture modality only magnified alignment at situation models; 3) learners varied their perceptions towards the incorporation of pictorial and video input. Pedagogical implications of the study were thereafter discussed.

Key words  Reading-writing continuation task;  Input modality;  Alignment;  Multimedia learning

Source-based writing of the high- and low-proficiency adolescent writer in the high-school L2 classroom

Gillian Baxter, Heike Neumann, Concordia University, Montreal, Canada

Abstract Writing from sources is a fundamental academic skill that poses a challenge for students at all educational levels. However, few studies have investigated source use in the high-school context. The current study examines the source-based writing of 43 adolescent writers in a high-school second-language (L2) classroom. Students were classified into high- (N = 25) and low-proficiency (N = 18) levels based on scores obtained on an integrated writing task. They then completed an additional integrated writing task. Essays were analysed for four variables: amount of source use, accuracy of source ideas, thoroughness of attribution to source authors, and language used to integrate source information. Correlation coefficients suggested a significant relationship between writing scores and certain source-use patterns. Independent samples t-tests revealed significant differences between the two proficiency groups for accuracy of source use, thoroughness of attribution to source authors, verbatim copying with no citation, and indirect source use with implicit citation. The findings suggest that although high-school L2 writers are ready to meet certain demands of source-based writing, they require support in source-use subskills. This has implications for the eventual creation of pedagogical interventions designed to guide novice writers at this educational level through the developmental process of achieving effective source-based writing.

Key words  Source-based writing;  Adolescent L2 writer;  High- and low-proficiency

Noticing and metalinguistic awareness in the L2 writing process: A translation-based writing task for L1 Arabic speakers preparing to teach Hebrew as a second language

Julia Schlam Salman, The David Yellin Academic College of Education, 7 Maagal Beit Hamidrash St., Jerusalem 91035, Israel

Irit Haskel-Shaham, Tel Aviv University, Division of Languages, P.O. Box 39040, Tel Aviv 69978, Israel

Abstract This study explores aspects of noticing and metalinguistic awareness in L2 writing via a translation-based writing task that involved L2 output followed by translation to the L1 and then reverse translation back to the L2. We designed an innovative writing task that included translation, informal contrastive analysis, and learners’ evolving interlanguage. We administered the task to 37, L1 Arabic speakers who were preparing to become teachers of Hebrew as a Second Language in Israel. We present what participants reported as salient during three stages of the task: (1) after producing written output in Hebrew (L2) and then translating the text into Arabic (L1); (2) after reverse translating the text from Arabic back to Hebrew (L1 to L2); and (3) after completing the writing task and orally debriefing as a group. Content and thematic analysis of participants’ collected reflections revealed four areas of linguistic saliency: (1) vocabulary and semantics; (2) syntax and structure; (3) content; and (4) pragmatics. Findings suggest translation-based writing tasks raise metacognitive awareness around these four components of L2 writing. Implications for L2 classroom writing pedagogy will be discussed.

Key words Translation;  Interlanguage;  Noticing;  Metalinguistic awareness;  L2 writing skills

Generative artificial intelligence and second language writing

Tanita Saenkhum, University of Tennessee, Department of English, 404 McClung Tower, Knoxville, TN 37996-0430, USA

Soo Hyon Kim, University of New Hampshire, English Department, 149N Hamilton Smith Hall, Durham, NH 03824, USA

Abstract There are few topics as relevant and timely to feature in this edition of Disciplinary Dialogues than generative artificial intelligence (AI) and L2 writing. The emergence of AI tools such as ChatGPT has ignited controversies surrounding plagiarism and academic integrity, among others, especially in educational settings. Some instructors are excited about its potential to foster student writing development while others completely ignore it and/or are fearful of its ability to write for students. Inspired by this current state of AI technologies that has continued to shake up writing education, we invited Mark Warschauer, one of the most widely-cited L2 writing scholars on digital learning and AI in education, and his colleagues currently researching this topic, to explore the use of AI tools for L2 writers and its implications for L2 writing instruction. We then invited renowned L2 writing scholars to respond to Warschauer and colleagues’ discussion, each from their own theoretical and pedagogical perspectives......

The affordances and contradictions of AI-generated text for writers of english as a second or foreign language

Mark Warschauer, Waverly Tseng, University of California, Irvine, United States

Soobin Yim, Korea University, South Korea

Thomas Webster, Ewha Womans University, South Korea

Sharin Jacob, Qian Du, Tamara Tate, University of California, Irvine, United States

Abstract Imagine you are a scientist from a small town in South Korea, or Egypt, or Kazakhstan. You have studied hard for years, even decades, to master your field. But when you seek to publish your work in prestigious journals, submit papers, lead conferences, or simply collaborate with colleagues around the world, you are evaluated not just on your scientific expertise, but on your abilities in a subject which you did not major in—English, and, in particular, English writing. You seek ways to meet this challenge, either through your own study or through paying for translators and editors, but this is a tax on your time and money that you will be paying your entire professional life......

Generative AI: Same same but different?

Diane Pecorari, University of Leeds, United Kingdom

Abstract Warschauer and colleagues' focus piece on generative artificial intelligence (AI) and second language (L2) writing makes a valuable and nuanced contribution to a debate too often characterised by simplistic and polarised disagreement about whether to circle the wagons against a perceived threat or uncritically embrace the new technology. Generative AI cannot be wished out of existence, so the question is not whether but how to use it, and this piece provides a starting point......

Key words Artificial intelligence;  Academic integrity;  Plagiarism;  Patchwriting

AI technologies in the ESL/EFL writing classroom: The villain or the champion?

Pimyupa W. Praphan, Kittiphong Praphan, Department of Western Languages & Linguistics, Faculty of Humanities and Social Sciences, Mahasarakham University, Thailand

Abstract The impact of AI technologies, particularly ChatGPT, on the ESL/EFL writing classroom is unprecedented. In response to the focus paper by Warschauer and colleagues regarding this issue, this paper shares some insights from the experiences teaching English writing at the post-secondary level in Thailand. Due to the lack of institutional policies on the use of AI technologies, we need to devise our own strategies for our classes. While students are encouraged to use their voices instead of relying on AI, we attempt to adapt our practice by incorporating AI generators in a productive way to help students enhance their potential as L2 writers. However, there has been a debate among writing teachers in our context whether to accept AI tools as a part of teaching and learning.

Key words Second language writing;  AI and writing;  EFL writing instruction

AI tools as affordances and contradictions for EFL writers: Emic perspectives and L1 use as a resource

Miyuki Sasaki, Waseda University, Japan

Abstract English is studied as an L2 because it has become a lingua franca in many areas, including academia. As Warschauer et al. (this issue) imply, without proficiency in English, many non-native scholars’ work may be overlooked by citation indices, which are crucial for career progression (Ferguson, 2007). For scholars such as myself who write in English as an L2, the contradictions posited by Warschauer et al. resonate deeply yet seem somewhat lacking. Of these, two are conspicuous and related to the L2 writers themselves: (1) the emic (insider) perspective, and (2) an exploration of the writer's L1 literacy as a resource for L2 writing. The first point is missing from Warschauer et al., a paper written from an etic (outsider) perspective. Nor can the second point be discerned in that paper even though L2 writers’ L1 literacy is often well developed in English as a foreign language (EFL) contexts (e.g., Kobayashi & Rinnert, 2013)......

Beyond ChatGPT: Multimodal generative AI for L2 writers

Joohoon Kang, Korea National University of Transportation, South Korea

Youngjoo Yi, The Ohio State University, USA

Abstract In response to Warschauer et al.’s paper on the affordances and contradictions of AI-generated text, we as researchers in multimodal literacy focus on discussing the two affordances of multimodal generative AI models for L2 writers, such as (1) exploring and fostering multimodal literacy and (2) developing fine-tuned prompt literacy.

Key words Multimodal generative AI;  Affordances of multimodal generative AI;  DALL·E 2;  DALL·E.3;  Fine-tuned prompt literacy

Another contradiction in AI-assisted second language writing

Ryuko Kubota, University of British Columbia, Department of Language and Literacy Education, 6445 ; University Boulevard, Vancouver, BC V6T 1Z2, Canada

Abstract Generative AI tools, such as ChatGPT, is rapidly gaining global popularity in academic and professional domains. While they facilitate the work we do, they could also diminish our ability to write. AI technology can significantly affect teaching and learning writing, which is both “a blessing and a curse” (Cardon et al., 2023, p. 13). Exploring the impact of AI tools on L2 writing, Warschauer, et al. presented three major contradictions. To extend this discussion, I add another contradiction: While AI technology as our thinking partner can revolutionize the act of writing, instructors tend to view it as a mere tool, perhaps due to its potential threat as a dictator. Along with Warschauer et al., I consider AI literacy, especially critical reading and thinking, to be essential for navigating the unknown future of a technological revolution.

期刊简介

The Journal of Second Language Writing is devoted to publishing theoretically grounded reports of research and discussions that represent a significant contribution to current understandings of central issues in second and foreign language writing and writing instruction. Some areas of interest are personal characteristics and attitudes of L2 writers, features of L2 writers' texts, L2 writers' composing processes, readers' responses to L2 writing, assessment/evaluation of L2 writing, contexts (cultural, social, political, institutional) for L2 writing, and any other topic clearly relevant to L2 writing theory, research, and instruction. Manuscripts should take care to emphasize the pedagogical implications of the work.

《二语写作杂志》致力于发表以理论为基础的研究和讨论报告，这些报告对当前对第二语言和外语写作和写作教学中的核心问题的理解做出了重大贡献。一些感兴趣的领域是二语作家的个人特征和态度、二语作家文本的特征、二语作家的写作过程、读者对二语写作的反应、二语写作的评估/评价、背景（文化、社会、政治、制度） L2 写作，以及与 L2 写作理论、研究和教学明显相关的任何其他主题。论文应注意强调研究的教学意义。

官网地址：

https://www.sciencedirect.com/journal/journal-of-second-language-writing

本文来源：JOURNAL OF SECOND LANGUAGE WRITING官网

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