Home Linguistics & Semiotics Chapter 9. A mixed-methods approach to exploring the L2 learning potential of writing versus speaking
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Chapter 9. A mixed-methods approach to exploring the L2 learning potential of writing versus speaking

  • Janire Zalbidea
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Writing and Language Learning
This chapter is in the book Writing and Language Learning

Abstract

The study reported in this chapter investigated the extent to which task modality can impact L2 learners’ (a) noticing of the target form, (b) target form incorporation, and (c) perceptions of task-induced demands in a grammar-focused task. Using a mixed-methods approach, three sources of information were examined: (a) stimulated recall protocols, (b) learners’ task performance, and (c) subjective post-task questionnaires. Although both task modality conditions led to substantial noticing and form incorporation, along with similar ratings of task demands, participants in the writing condition were more accurate in incorporating the target form into their own output. Findings are discussed in terms of their implications for the L2 learning potential of writing versus speaking and the contributions of mixed-methods approaches to the study of task modality in SLA.

Abstract

The study reported in this chapter investigated the extent to which task modality can impact L2 learners’ (a) noticing of the target form, (b) target form incorporation, and (c) perceptions of task-induced demands in a grammar-focused task. Using a mixed-methods approach, three sources of information were examined: (a) stimulated recall protocols, (b) learners’ task performance, and (c) subjective post-task questionnaires. Although both task modality conditions led to substantial noticing and form incorporation, along with similar ratings of task demands, participants in the writing condition were more accurate in incorporating the target form into their own output. Findings are discussed in terms of their implications for the L2 learning potential of writing versus speaking and the contributions of mixed-methods approaches to the study of task modality in SLA.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Introduction
  4. Chapter 1. Writing and language learning 3
  5. Part I. Advances in theoretical perspectives
  6. Chapter 2. L2 writing and L2 learning: Transfer, self-regulation, and identities 29
  7. Chapter 3. A dual-process model of L1 writing processes 49
  8. Chapter 4. Toward an agenda for researching L2 writing and language learning 73
  9. Chapter 5. L2 writing-to-learn 95
  10. Part II. Advances in empirical research
  11. Chapter 6. The effects of task repetition across modalities and proficiency levels 121
  12. Chapter 7. Effects of task repetition with the aid of direct and indirect written corrective feedback 145
  13. Chapter 8. Task modality, communicative adequacy and CAF measures 183
  14. Chapter 9. A mixed-methods approach to exploring the L2 learning potential of writing versus speaking 207
  15. Chapter 10. Processing output during individual L2 writing tasks 231
  16. Chapter 11. Investigating the relationship between peer interaction and writing processes in computer-supported collaborative L2 writing 255
  17. Chapter 12. The meaning-making potential of collaborative L2 writing at tertiary level 281
  18. Chapter 13. Writing on history in a Content and Language Integrated Learning (CLIL) context 309
  19. Part III. Advances in future research agendas
  20. Chapter 14. An ISLA perspective on L2 learning through writing 335
  21. Chapter 15. Can writing facilitate the development of a richer vocabulary? 357
  22. Chapter 16. Can writing facilitate the development of grammatical competence? 381
  23. Coda
  24. Chapter 17. The language learning potential of L2 writing 405
  25. Index 427
https://doi.org/10.1075/lllt.56.09zal

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Introduction
  4. Chapter 1. Writing and language learning 3
  5. Part I. Advances in theoretical perspectives
  6. Chapter 2. L2 writing and L2 learning: Transfer, self-regulation, and identities 29
  7. Chapter 3. A dual-process model of L1 writing processes 49
  8. Chapter 4. Toward an agenda for researching L2 writing and language learning 73
  9. Chapter 5. L2 writing-to-learn 95
  10. Part II. Advances in empirical research
  11. Chapter 6. The effects of task repetition across modalities and proficiency levels 121
  12. Chapter 7. Effects of task repetition with the aid of direct and indirect written corrective feedback 145
  13. Chapter 8. Task modality, communicative adequacy and CAF measures 183
  14. Chapter 9. A mixed-methods approach to exploring the L2 learning potential of writing versus speaking 207
  15. Chapter 10. Processing output during individual L2 writing tasks 231
  16. Chapter 11. Investigating the relationship between peer interaction and writing processes in computer-supported collaborative L2 writing 255
  17. Chapter 12. The meaning-making potential of collaborative L2 writing at tertiary level 281
  18. Chapter 13. Writing on history in a Content and Language Integrated Learning (CLIL) context 309
  19. Part III. Advances in future research agendas
  20. Chapter 14. An ISLA perspective on L2 learning through writing 335
  21. Chapter 15. Can writing facilitate the development of a richer vocabulary? 357
  22. Chapter 16. Can writing facilitate the development of grammatical competence? 381
  23. Coda
  24. Chapter 17. The language learning potential of L2 writing 405
  25. Index 427
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