Exploration of the Emerging Patterns of EFL Learners' Written Languaging and Their Effect on Writing Accuracy
Keywords:
languaging, L2 writing, reformulation, revision, lexis, grammarAbstract
This study aims at exploring the effects of written languaging about the reformulation provided on draft essays written by 22 Iranian learners of English during a three-stage task and within a pre-test-treatment-post-test design. The effect of the type (grammar-based vs. lexis-based) of written languaging was assessed by subsequent text revision. Three major findings emerged. First, written languaging about reformulation on linguistic errors in the first essay helped learners successfully correct these errors during immediate revision. Second, three categories were identified in participants' produced languaging episodes. Third, both lexis- and grammar-based written languaging were associated with improved accuracy. These findings appear to support Swain's (2006) claim that providing learners with the opportunity to language about or reflect on their developing linguistic knowledge in the course of L2 learning mediates L2 learning and development. Theoretical and pedagogical implications are also discussed.
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Copyright (c) 2025 Ehsanollah Azimian; Afsar Rouhi, Manouchehr Jafarigohar, Fatemeh Hemmati (Author)
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