The Effects of Prompts on L2 Writing Performance and Engagement

Autor/in	Cho, Minyoung
Titel	The Effects of Prompts on L2 Writing Performance and Engagement
Quelle	In: Foreign Language Annals, 52 (2019) 3, S.576-594 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12411
Schlagwörter	Cues; Writing Skills; Revision (Written Composition); Second Language Learning; Second Language Instruction; Sentences; Accuracy; Writing Processes; English (Second Language); Writing Evaluation; Language Fluency; Vocabulary; Language Usage; Writing Instruction; Teaching Methods; Essays + Suchen Sie Ihr Suchwort? Stichwort; Writing skill; Schreibfertigkeit; Korrektur; Zweitsprachenerwerb; Fremdsprachenunterricht; Sentence analysis; Satzanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Wortschatz; Sprachgebrauch; Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Essay; Aufsatzunterricht
Abstract	This study investigated how task complexity influences second language (L2) writing. Specifically, it focused on the possibility that prompts can create different demands at different stages of L2 writing production and on ways that prompts may affect learners' engagement in the revision of their writing. Fifty-one English as a foreign/second language participants, divided into two groups, wrote a narrative essay. One group was asked to write about a past success (the recalling prompt, high in formulation demand). The other group was asked to write about an imagined future success (the imagining prompt, high in conceptualization demand). Both groups wrote a draft and had unlimited revision opportunities. Writing performance was evaluated in terms of the complexity, accuracy, fluency, and lexis produced in the participants' first draft. Learner engagement was assessed in terms of the time the participants voluntarily chose to spend on revision. The findings indicated that (i) the recalling prompt resulted in more complex but less accurate sentences than the imagining prompt; and (ii) the recalling prompt resulted in more extended engagement in revision than the imagining prompt. The findings suggest linguistic and behavioral influences of prompts on writing. Pedagogical implications are offered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01