L2 Writers’ Use of Languaging as a Self-scaffolding Tool: Processes, Reflection, and L2 Proficiency
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The current study explored second language (L2) writers’ use and perception of self-languaging while they compose. Twenty university students (10 high level learners and 10 low level learners) participated in the study. The study was conducted through online writing and meeting tools. Participants engaged in three writing composition tasks, and they were asked to verbalize their thoughts in mind during composition. They also took part in stimulated recall and post-task interviews. Verbatims produced during composition were analyzed to find out the frequency and the types of strategies they used in order to facilitate the writing process. It was found that learners strategically used languaging as a self-scaffolding tool: repetition, translation, and reading strategies were most frequently used across the proficiency level. The high level (HL) learners used various types of self-languaging strategies to mediate their thinking process more often than the low level (LL) learners. When it came to learner perception of languaging, 13 out of 20 students considered languaging conducive to L2 writing. In both groups, their perceptions towards the role of self-languaging changed to become more positive relative to their experience of it throughout the study.
Abstract
The current study explored second language (L2) writers’ use and perception of self-languaging while they compose. Twenty university students (10 high level learners and 10 low level learners) participated in the study. The study was conducted through online writing and meeting tools. Participants engaged in three writing composition tasks, and they were asked to verbalize their thoughts in mind during composition. They also took part in stimulated recall and post-task interviews. Verbatims produced during composition were analyzed to find out the frequency and the types of strategies they used in order to facilitate the writing process. It was found that learners strategically used languaging as a self-scaffolding tool: repetition, translation, and reading strategies were most frequently used across the proficiency level. The high level (HL) learners used various types of self-languaging strategies to mediate their thinking process more often than the low level (LL) learners. When it came to learner perception of languaging, 13 out of 20 students considered languaging conducive to L2 writing. In both groups, their perceptions towards the role of self-languaging changed to become more positive relative to their experience of it throughout the study.
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