The Language-Learning Potential of Writing for Learners of Spanish: Languaging and Task Complexity in Foreign Language Writing
This investigation explored the processes involved in languaging during composing and its relationship to task complexity in foreign language writing. It focused on the language-learning potential of writing for learners of Spanish as a foreign language (FL) at a southeast university in the United S...
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Prof Thomas Tinnefeld
2019-12-01
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| Series: | Journal of Linguistics and Language Teaching |
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| Online Access: | https://linguisticsandlanguageteaching.blogspot.com/2019/12/blog-post_18.html |
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| author | Marcela Ruiz-Funes |
| author_facet | Marcela Ruiz-Funes |
| author_sort | Marcela Ruiz-Funes |
| collection | DOAJ |
| description | This investigation explored the processes involved in languaging during composing and its relationship to task complexity in foreign language writing. It focused on the language-learning potential of writing for learners of Spanish as a foreign language (FL) at a southeast university in the United States. A multiple case study design was adopted. The students worked individually on two writing tasks of different levels of cognitive complexity and were asked to think-aloud while composing. The languaging processing was studied through the analysis of language-related episodes (LREs) based on the think-aloud protocols. The keystroke-logging software Inputlog was also used to gather process data about the writers' behavior to solve the LREs. In addition, students were asked to complete a questionnaire to gauge their perception of task complexity. The data analysis employed a mixed-methods approach. The LREs, records from Inputlog, and the data from the task perception questionnaire were analyzed quantitatively and qualitatively. Patterns regarding the interplay between task complexity and languaging started to emerge. These indicated that the learners were involved in languaging processes, mainly with a focus on lexis followed by form, yet with some variation depending on task demands and level of proficiency of the learner. The paper ends with a discussion of the benefits and challenges of the methodological approach employed.
Abstract (Español)
Esta investigación exploró los procesos involucrados en "languaging" (el modo de emplear el lenguaje) durante la composición y su relación con la complejidad de la tarea en la escritura en una segunda lengua. Se enfoca en el potencial de aprendizaje de idiomas de la escritura para estudiantes de español como lengua extranjera (LE) en una universidad del sureste de los Estados Unidos. Se adoptó un diseño de estudio de casos múltiples. Los estudiantes trabajaron individualmente en dos tareas de escritura de diferentes niveles de complejidad cognitiva y se les pidió que pensaran en voz alta mientras componían. El procesamiento de languaging se estudió mediante el análisis de episodios relacionados con el lenguaje (LRE) basadosen los protocolos de pensamiento en voz alta. El software de registro de pulsaciones de teclas Inputlog se utilizó para recopilar datos de proceso sobre el comportamiento de los escritores para resolver problemas relacionados con los LREs. Además, se pidió a los estudiantes que completaran un cuestionario para evaluar su percepción de la complejidad de la tarea. El análisis de datos empleó un enfoque de métodos mixtos. Los episodios relacionados con el lenguaje, los registros de Inputlog y los datos del cuestionario de percepción de tareas se analizaron cuantitativamente y cualitativamente. Comenzaron a surgir patrones con respecto a la interacción entre la complejidad de la tarea y el lenguaje. Estos indicaron que los aprendices estaban involucrados en procesos de lenguaje, principalmente con un enfoque en el aprendizaje seguido por la forma, pero con algunas variaciones dependiendo de las demandas de la tarea y el nivel de competencia del aprendiz. El documento termina con una discusión de los beneficios y desafíos del enfoque metodológico empleado. |
| format | Article |
| id | doaj-art-0784c95496934447ab69413561321915 |
| institution | Kabale University |
| issn | 2190-4677 |
| language | deu |
| publishDate | 2019-12-01 |
| publisher | Prof Thomas Tinnefeld |
| record_format | Article |
| series | Journal of Linguistics and Language Teaching |
| spelling | doaj-art-0784c95496934447ab694135613219152025-01-05T11:17:50ZdeuProf Thomas TinnefeldJournal of Linguistics and Language Teaching2190-46772019-12-01102157181The Language-Learning Potential of Writing for Learners of Spanish: Languaging and Task Complexity in Foreign Language WritingMarcela Ruiz-Funes0Georgia Southern University Statesboro, USAThis investigation explored the processes involved in languaging during composing and its relationship to task complexity in foreign language writing. It focused on the language-learning potential of writing for learners of Spanish as a foreign language (FL) at a southeast university in the United States. A multiple case study design was adopted. The students worked individually on two writing tasks of different levels of cognitive complexity and were asked to think-aloud while composing. The languaging processing was studied through the analysis of language-related episodes (LREs) based on the think-aloud protocols. The keystroke-logging software Inputlog was also used to gather process data about the writers' behavior to solve the LREs. In addition, students were asked to complete a questionnaire to gauge their perception of task complexity. The data analysis employed a mixed-methods approach. The LREs, records from Inputlog, and the data from the task perception questionnaire were analyzed quantitatively and qualitatively. Patterns regarding the interplay between task complexity and languaging started to emerge. These indicated that the learners were involved in languaging processes, mainly with a focus on lexis followed by form, yet with some variation depending on task demands and level of proficiency of the learner. The paper ends with a discussion of the benefits and challenges of the methodological approach employed. Abstract (Español) Esta investigación exploró los procesos involucrados en "languaging" (el modo de emplear el lenguaje) durante la composición y su relación con la complejidad de la tarea en la escritura en una segunda lengua. Se enfoca en el potencial de aprendizaje de idiomas de la escritura para estudiantes de español como lengua extranjera (LE) en una universidad del sureste de los Estados Unidos. Se adoptó un diseño de estudio de casos múltiples. Los estudiantes trabajaron individualmente en dos tareas de escritura de diferentes niveles de complejidad cognitiva y se les pidió que pensaran en voz alta mientras componían. El procesamiento de languaging se estudió mediante el análisis de episodios relacionados con el lenguaje (LRE) basadosen los protocolos de pensamiento en voz alta. El software de registro de pulsaciones de teclas Inputlog se utilizó para recopilar datos de proceso sobre el comportamiento de los escritores para resolver problemas relacionados con los LREs. Además, se pidió a los estudiantes que completaran un cuestionario para evaluar su percepción de la complejidad de la tarea. El análisis de datos empleó un enfoque de métodos mixtos. Los episodios relacionados con el lenguaje, los registros de Inputlog y los datos del cuestionario de percepción de tareas se analizaron cuantitativamente y cualitativamente. Comenzaron a surgir patrones con respecto a la interacción entre la complejidad de la tarea y el lenguaje. Estos indicaron que los aprendices estaban involucrados en procesos de lenguaje, principalmente con un enfoque en el aprendizaje seguido por la forma, pero con algunas variaciones dependiendo de las demandas de la tarea y el nivel de competencia del aprendiz. El documento termina con una discusión de los beneficios y desafíos del enfoque metodológico empleado.https://linguisticsandlanguageteaching.blogspot.com/2019/12/blog-post_18.htmlforeign language writinlanguaginglanguage-related episodestask complexitythink-aloud protocolinputlog |
| spellingShingle | Marcela Ruiz-Funes The Language-Learning Potential of Writing for Learners of Spanish: Languaging and Task Complexity in Foreign Language Writing Journal of Linguistics and Language Teaching foreign language writin languaging language-related episodes task complexity think-aloud protocol inputlog |
| title | The Language-Learning Potential of Writing for Learners of Spanish: Languaging and Task Complexity in Foreign Language Writing |
| title_full | The Language-Learning Potential of Writing for Learners of Spanish: Languaging and Task Complexity in Foreign Language Writing |
| title_fullStr | The Language-Learning Potential of Writing for Learners of Spanish: Languaging and Task Complexity in Foreign Language Writing |
| title_full_unstemmed | The Language-Learning Potential of Writing for Learners of Spanish: Languaging and Task Complexity in Foreign Language Writing |
| title_short | The Language-Learning Potential of Writing for Learners of Spanish: Languaging and Task Complexity in Foreign Language Writing |
| title_sort | language learning potential of writing for learners of spanish languaging and task complexity in foreign language writing |
| topic | foreign language writin languaging language-related episodes task complexity think-aloud protocol inputlog |
| url | https://linguisticsandlanguageteaching.blogspot.com/2019/12/blog-post_18.html |
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