Effects of Written Languaging on Second Language Learning: Mediating Roles of Aptitude

Autor/inn/en	Ishikawa, Masako; Suzuki, Wataru
Titel	Effects of Written Languaging on Second Language Learning: Mediating Roles of Aptitude
Quelle	In: Modern Language Journal, 107 (2023), S.95-112 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ishikawa, Masako)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12817
Schlagwörter	College Students; Second Language Learning; Written Language; Language Aptitude; Writing (Composition); Aptitude Tests; Language Tests; Correlation; Modern Language Aptitude Test + Suchen Sie Ihr Suchwort? Collegestudent; Zweitsprachenerwerb; Geschriebene Sprache; Sprachbegabung; Spracheignung; Schreibübung; Aptitude test; Eignungsprüfung; Eignungstest; Language test; Sprachtest; Korrelation
Abstract	Languaging--that is, using language to mediate thinking, orally or in writing--facilitates second language (L2) learning. As languaging requires the deliberate, analytical action of L2 learners, learners with higher language aptitude are likely to benefit more from languaging than those with lower aptitude. Thus, this study investigated the extent to which language aptitude mediates the effects of written languaging (WL) on L2 learning. Pre-intermediate Japanese university students were assigned to +WL or -WL groups. The +WL group was instructed to compare their composition with the model text and explain, in writing, the use of articles (i.e., WL). In contrast, the -WL group copied the model 3 times. Examination of the association between the scores on aptitude tests (i.e., LLAMA, Language Aptitude Battery for Japanese, and Modern Language Aptitude Test) and the gain scores on assessment tests (pre-, post-, and delayed posttests) revealed that half of the correlations were significant for the 2 test types in the -WL group. However, no such correlations were found in the +WL group. Thus, WL might have benefitted the +WL participants by facilitating their noticing and reflecting on the linguistic issues, regardless of their aptitude profiles. We argue that WL may be a more influential factor than aptitude. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01