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A framework for understanding second language writing strategies

Description

This study articulates a framework of writing strategies and validates the framework by using it to examine the writing process of researchers as they write journal articles for publication. The framework advances a definition of writing strategies and a classification system for categorizing strategies that is based on strategic goals. In order to develop the framework, I first synthesize existing literature on writing strategies found in second language writing studies, composition studies, and second language acquisition. I then observe the writing process of four researchers as they write journal articles for publication and use the framework to analyze participants’ goals, their strategies for accomplishing goals, the resources they use to carry out strategies, and the variables that influence their goals and strategies. Data for the study was collected using qualitative methods, including video recordings of writing activities, stimulated-recall interviews, questionnaires, and semi-structured interviews. The study shows that the framework introduced in the study is useful for analyzing writers’ strategies in a comprehensive way. An operationalizable definition of ‘writing strategies’ is the conscious and internalized agentive ideas of a writer about the best way to act, often with the use of resources, in order to reach specific writing goals embedded in a context. Writing strategies can be categorized into seven types of strategic goals: composing, coping, learning, communicating, self-representation, meta-strategies, and publishing. The framework provides a way to understand writing strategies holistically—as a unit of goal, action, and resource—and highlights variability in writers’ actions and use of resources. Some of this variability in writers’ strategies can be explained by the influence of various contextual factors, which are identified in the analysis. The dissertation concludes with a discussion of how the framework can be used to inform future research and classroom teaching on writing strategies.

ContributorsKim, Youmie J (Author) / Matsuda, Paul Kei (Thesis advisor) / Matsuda, Aya (Committee member) / James, Mark A (Committee member) / Arizona State University (Publisher)

Created2016

What's in a game's name?: task framing, learning, and enjoyment in an educational game

Description

This study explores the influence of framing and activity type on expectations of learning and enjoyment as well as performance in a paraphrase identification task. In the first experiment, 80 students played one of three activities framed as either a "play" or "learning" task. Students then completed one of three activities; learning only, an educational game, or a play only activity. Results showed that the play frame had an effect on learning expectations prior to completing the activity, but had no effect after completing the activity. Students who completed the educational game scored significantly higher on the posttest learning assessment than those in the play only activity. Pairwise comparisons also indicated that students who completed the educational game performed just as well as the learning only activity when given the posttest learning assessment. Performance in the paraphrase identification task was collected using data logged from student interactions, and it was established that although there was an interaction between performance and activity type, this interaction was due to a significant difference during the second round. These results suggest that framing can influence initial expectations, and educational games can teach a simple writing strategy without distracting from the educational task. A second experiment using 80 students was conducted to determine if a stronger frame would influence expectations and to replicate the effect of activity type on learning and enjoyment. The second study showed no effect of framing on expected or reported enjoyment and learning. The performance results showed a significant interaction between performance and activity type, with the interaction being driven by the first round that students completed. However, the effect of activity type was replicated, suggesting that game features can enhance student enjoyment and are not a detriment to learning simple strategy-based tasks.

ContributorsBrandon, Russell (Author) / McNamara, Danielle S. (Thesis advisor) / Jackson, George T. (Committee member) / Johnson-Glenberg, Mina C. (Committee member) / Arizona State University (Publisher)

Created2013

Developing Academic Writing Through Multimodal Assignments: Observations From Second Language Writing Classrooms

Description

The purpose of the study is to examine how a multimodal composition assignment can be configured to create opportunities for writing development among second language students. In the field of second language writing, where linguistic development has long been prioritized in research and pedagogy, there are concerns that engaging with modes other than language would take away the opportunity to development writing skills. This study intends to address this concern by investigating how second language students interact with language, employ writing strategies, and develop knowledge about writing during a multimodal and a traditional assignment. To this end, I designed two assignments, a traditional written proposal assignment and a video proposal assignment, that were taught by the same instructor in two parallel sections of first-year composition for multilingual students. Five participants were recruited from each section. The data were collected from students’ screen-recordings with think-aloud protocols, writings produced during the two assignments, class observation notes, and semi-structured interviews at the end of the assignments. The findings suggest that students in both groups have engaged in similar ways of translating their ideas into written English with appropriate grammatical, syntactical, and lexical choices. The participants also employed various writing strategies at different stages of the assignments. Students in both groups reported a growing understanding of rhetorical appeals and research-based writing. The video assignment, however, seems to create additional learning opportunities by mobilizing students’ problem-solving skills and a wider range of literacy experiences. At the same time, two students in the video group were observed borrowing online texts verbatim without making attribution, which could be a potentially risky act in the academic context. Based on the findings, I argue that multimodal writing pedagogy should be discussed in relation to the specific design features and learning outcomes. Future research could continue the investigation of students’ multimodal composing processes, with a special focus on the textual borrowing practices across contexts. There is also need for a systematic review that discusses how the concept of multimodal writing is embodied in different assignments, tasks, and genres.

ContributorsTan, Xiao (Author) / Matsuda, Paul Kei (Thesis advisor) / Rose, Shirley (Committee member) / Lauer, Claire (Committee member) / Arizona State University (Publisher)

Created2023