Effect of interactive intensity on lexical alignment and L2 writing quality

Wang, Min; Gan, Qiao; Boland, Julie E.

doi:10.1016/j.system.2022.102847

Cited by 9 publications

(3 citation statements)

References 35 publications

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“…Researchers have found that when students copy words, phrases, and syntactic structures from source story to write their story endings, their language performance improves (Wang & Wang, 2015;Ye & Ren, 2019;Zhou & Wang, 2021). This case echoes alignment theory, which asserts that interlocutors (between persons or between persons and the input text) achieve interaction convergence by reusing each other's language choices (Wang et al, 2022).…”

Section: Continuationmentioning

confidence: 82%

“…Zhou and Wang (2021) discovered that compared with paraphrase and summary tasks, the continuation task had a higher level of interactional intensity, leading to enhanced lexical learning and retention for students. Wang et al (2022) reported that compared to single-turn continuation tasks (reading all story scripts at once and writing endings), multi-turn ones (reading one episode each and writing its ending) demanded frequent interaction with the story resulting in higher levels of lexical alignment and writing quality.…”

Section: Continuationmentioning

confidence: 99%

“…Wang et al. (2022) reported that compared to single‐turn continuation tasks (reading all story scripts at once and writing endings), multi‐turn ones (reading one episode each and writing its ending) demanded frequent interaction with the story resulting in higher levels of lexical alignment and writing quality. A third factor is the linguistic complexity of the input story.…”

Section: Literature Reviewmentioning

confidence: 99%

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Group concept mapping strategies for collaborative continuation tasks

Su,

Zou

2024

Int J App Linguistics

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The continuation task, which involves reading an unfinished story and completing its ending, offers good potential for language learning. To enhance students' story‐ending writing abilities, this study proposes two types of concept mapping strategies: group filling‐in‐the‐blanks of a teacher‐constructed guided map and group concept mapping, both of which are meant to help students clarify storylines by visualizing a story onto a concept map. A quasi‐experiment was conducted in three classes. Students in Class 1 collaboratively filled in the blanks on a concept map and then wrote completions to three stories. In Class 2, students collaboratively constructed their own concept map and then wrote completions to the same stories. Class 3 students collaboratively wrote completions to the same stories without any concept mapping. Students’ story completions, diaries, responses to questionnaires, the researcher's observation notes, and teacher interviews were collected and analyzed using ANOVAs (Analysis of variance), paired‐sample t‐tests and thematic and domain analysis. The results showed that concept mapping strategies assisted students’ story‐ending writing quality with students achieving higher scores when using the group concept mapping strategy compared to those not using any mapping strategies. Nine interactive patterns were identified, with the collaborative pattern dominating, and these patterns evolved dynamically as the co‐continuation tasks proceeded. Overall, both students and teachers perceived the proposed strategies positively.

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