Mediation strategies in L2 writing processes: a case study of two Korean language learners

Kang, Yon-Soo; Pyun, Danielle Ooyoung

doi:10.1080/07908318.2012.762012

Cited by 31 publications

(20 citation statements)

References 34 publications

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“…She then reflected on her tendency to use flowery words and complicated structures and thought about writing in a concise way. That others' language use can provide skilled participants with rich linguistic resources to mediate their writing echoes the findings that L2 is an important mediational means in writing strategy use (Lei, 2008;Kang & Pyun, 2013;Yang, 2014).…”

Section: Noticingsupporting

confidence: 55%

“…Contradictions pervade all elements of the system and these can constrain or develop writing activities (Engestr€ om, 1999(Engestr€ om, , 2001Mak & Lee, 2014). The activity theory has been frequently used as a theoretical lens to study mediation strategies (Lei, 2008;Kang & Pyun, 2013;Yang, 2014;Yu & Lee, 2016). Through this lens, strategies can be seen as writers' socially mediated actions, which involve potential mediation by all the four types of mediating resources.…”

Section: Understanding Writing Strategy Use From a Sociocultural Persmentioning

confidence: 99%

“…By observing two skilled student writers' strategy use in the Chinese EFL context, Lei (2008) identified four types of mediation strategy, namely, artefactmediated (e.g., literary works), rule-mediated (e.g., evaluation criteria), community-mediated (e.g., campus community) and role-mediated (e.g., language leaner). Kang and Pyun (2013) adopted a similar approach to examine writing strategies of two advanced-level American learners of Korean and found that their subjects were involved in three types of mediation: mediation by others, mediation by self and mediation by artefacts. Yang (2014) studied college ESL students' collaborative business writing and argued that their writing activities are facilitated and/or constrained by their L1 background, L2 proficiency and group rules.…”

Section: Understanding Writing Strategy Use From a Sociocultural Persmentioning

confidence: 99%

“…Previous sociocultural studies of writing strategies have often focused on identifying the types of mediating resources writers use in the L2 context (Lei, 2008;Kang & Pyun, 2013;Yang, 2014;Yu & Lee, 2016). By observing two skilled student writers' strategy use in the Chinese EFL context, Lei (2008) identified four types of mediation strategy, namely, artefactmediated (e.g., literary works), rule-mediated (e.g., evaluation criteria), community-mediated (e.g., campus community) and role-mediated (e.g., language leaner).…”

Section: Understanding Writing Strategy Use From a Sociocultural Persmentioning

confidence: 99%

“…Sociocultural studies of L2 writing (Fujioka, 2014;Lee, 2014;Mak & Lee, 2014;Prior, 2006;Russell, 1997;Villamil & de Guerrero, 1996;Worden, 2015) have proliferated in recent years and a number of them (Lei, 2008;Kang & Pyun, 2013;Yang, 2014;Yu & Lee, 2016) have investigated writers' strategic use of mediating resources. However, little research has specifically compared skilled and less skilled L2 writers' strategy use from the sociocultural perspective and this study aims to fill this research gap.…”

mentioning

confidence: 99%

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Understanding writing strategy use from a sociocultural perspective: The case of skilled and less skilled writers

Xiao

2016

System

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Section: Noticingsupporting

confidence: 55%

Section: Understanding Writing Strategy Use From a Sociocultural Persmentioning

confidence: 99%

Section: Understanding Writing Strategy Use From a Sociocultural Persmentioning

confidence: 99%

Section: Understanding Writing Strategy Use From a Sociocultural Persmentioning

confidence: 99%

mentioning

confidence: 99%

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Understanding writing strategy use from a sociocultural perspective: The case of skilled and less skilled writers

Xiao

2016

System

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Individual Networks of Practice and Socialization into Academic Writing Outside the Classroom: A Case Study of an English Learner in Japan

Bankier

2024

TESOL Quarterly

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The theory of language socialization and its subfield academic discourse socialization consider how newcomers are socialized into the practices and identities of communities through interaction with various communicative partners. Drawing on the framework of individual networks of practice, this case study considers the academic writing practices of an English as a foreign language (EFL) learner (Tomomi) at a university in Japan through the lens of her outside‐classroom social network. Data were drawn from a study of seven first‐year Japanese university students and included interviews, writing assignments with written feedback, and class materials. Through inductive qualitative analysis, shared English academic discourse practices were identified across all participants. For this case study, Tomomi's interview accounts and out‐of‐class social network were considered in light of these practices to determine her socialization trajectory. Analysis showed Tomomi leveraged many informal social ties to access writing‐related support outside the classroom, building knowledge of (and sense of competence in) writing practices. Her interpretations of teacher‐written feedback shaped how she evaluated peers as sources of writing support, leading Tomomi to refine her network to individuals who could best support her socialization. The study demonstrates how socialization into academic practices in EFL contexts can also transform out‐of‐class networks.

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Revealing Interactions Between Adolescent English Learners and a Computer-Assisted Writing System from the Activity Theory Lens: Two Case Studies

Lee¹

2022

The Use of Technology in English Medium Education

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Mediation strategies in L2 writing processes: a case study of two Korean language learners

Cited by 31 publications

References 34 publications

Understanding writing strategy use from a sociocultural perspective: The case of skilled and less skilled writers

Understanding writing strategy use from a sociocultural perspective: The case of skilled and less skilled writers

Individual Networks of Practice and Socialization into Academic Writing Outside the Classroom: A Case Study of an English Learner in Japan

Revealing Interactions Between Adolescent English Learners and a Computer-Assisted Writing System from the Activity Theory Lens: Two Case Studies

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