L2 WRITING DEVELOPMENT: THE CASE OF TWO HIGH-ACHIEVING AND TWO STRUGGLING COLLEGE-LEVEL STUDENTS

Researchers and language practitioners have long been interested in the quest for theory-based, research-supported constructs that can adequately characterize L2 writing proficiency and development. The ongoing scholarly inquiry in this research area has led to the mounting recognition that complexity, accuracy and fluency (henceforth, CAF) constitute a conceptual framework capable of charting L2 writing proficiency and benchmarking development. Against this background, the present study aims to investigate four college-level semester-one students’ L2 writing development over a time frame of twelve weeks. Couched within the constructivist paradigm, which advocates learner independence, meaningful learning and collaboration, the study examines the extent and nature of the progress that two highachieving L2 students made as compared with two struggling peers with regard to their written productions. On the basis of case study methodology, a thick description is provided for each student on account of his measurable progress as assessed by theoretically motivated indices of complexity and accuracy. The paper also explores the time spent on online Moodle activities by the four participants to ascertain whether or not a relationship existed with the progress made. Complexity was measured by mean length of t-unit, mean length of clause and number of clauses per t-unit; accuracy was measured by mean number of error-free t-units and the ratio of error-free t-units to total number of t-units. The writing program in which the participants were engaged was based on the use of Moodle as a platform where students have access to myriad supplementary materials including website links, videos, PowerPoint slides, book chapters and exercises handouts. They were also required to post their written assignments in the Moodle-hosted blog and to participate in forums designed for the exchange of feedback. The implications of the results for L2 writing instruction are discussed.

[1]  Dawn Bikowski,et al.  COLLABORATIVE WRITING AMONG SECOND LANGUAGE LEARNERS IN ACADEMIC WEB-BASED PROJECTS , 2012 .

[2]  Peter Skehan,et al.  Modelling Second Language Performance: Integrating Complexity, Accuracy, Fluency, and Lexis , 2009 .

[3]  Rodney H. Jones,et al.  Interactional dynamics in on-line and face-to-face peer-tutoring sessions for second language writers , 2006 .

[4]  Ana María Fernández Dobao,et al.  Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work , 2012 .

[5]  Lily Wong,et al.  Student Engagement with Online Resources and Its Impact on Learning Outcomes , 2013, J. Inf. Technol. Educ. Innov. Pract..

[6]  Folkert Kuiken,et al.  Syntactic complexity, lexical variation and accuracy as a function of task complexity and proficiency level in L2 writing and speaking , 2012 .

[7]  Marjolijn Verspoor,et al.  Variability in Second Language Development From a Dynamic Systems Perspective , 2008 .

[8]  Neomy Storch,et al.  Collaborative writing: Product, process, and students’ reflections , 2005 .

[9]  L. Cohen,et al.  Research Methods in Education , 1980 .

[10]  Annemarie S. Palincsar,et al.  Social constructivist perspectives on teaching and learning. , 1998, Annual review of psychology.

[11]  Frank Tuzi,et al.  The impact of e-feedback on the revisions of L2 writers in an academic writing course , 2004 .

[12]  Randall W. Sadler,et al.  The effect and affect of peer review in electronic versus traditional modes on L2 writing , 2003 .

[13]  Norman W. Evans,et al.  Effects of Dynamic Corrective Feedback on ESL Writing Accuracy , 2010 .

[14]  Moha Ennaji,et al.  Multilingualism, Cultural Identity, And Education In Morocco , 2005 .

[15]  Malika Haoucha.  The effects of a feedback-based instruction programme on developing EFL writing and revision skills of first year Moroccan university students , 2005 .

[16]  Lev Vygotsky.  Mind in society , 1978 .

[17]  Ana Oskoz,et al.  COLLABORATIVE WRITING: FOSTERING FOREIGN LANGUAGE AND WRITING CONVENTIONS DEVELOPMENT , 2010 .

[18]  Wei Song,et al.  The effects of blog-mediated peer feedback on learners' motivation, collaboration, and course satisfaction in a second language writing course , 2014 .