L2 Writing Development: The Case of Two High-Achieving and Two Struggling College-Level Students

Abstract

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.

A Prototype of Web-based Supplementary Writing Instructional Media for Upper-Secondary Level Learners

“…The result of the present study, similarly, dealt with the issue of engagement during out-of-class evaluation. The findings echoed a study by Zyad (2016) who found that while learning management systems (LMSs), such as MOODLE, can extend learners' discussions and course activities beyond class time, and enable continuous qualitative control of the mastering of the material, the patterns of engagement varied from high to poor. In similar vein, Sinaga and Pustika (2021) noted that despite MOODLE utilization getting favourable, learners find it difficult in the implementation of learning beyond classroom setting.…”

“…In fact, MOODLE offers features that can facilitate parent involvement in this process. Additionally, according to Zyad (2016), even an LMS can contribute to learner engagement in outside classroom activities, and engagement would be even greater if there were rewards for their invested efforts.…”