Keywords
Continuous writing
Interaction combinations
Language levels
Submitted : 2024-04-16
Accepted : 2024-05-01
Published : 2024-05-16
Abstract
This study was conducted with non-English sophomore students, aiming to explore the effects of different interaction combinations and language levels on continuous writing in an online environment, and compare the differences in lexical alignments and composition quality of learners with different interaction combinations and language levels in the same continuous writing task through experiments. The results show that the mean values of the word-phrase alignment of the paired group were higher than those of the individual group in different interaction combinations, and the two groups showed significant differences; in terms of composition quality, the individual group was better than the paired group, but there was no significant difference between the two groups in terms of task continuation. Secondly, the word-phrase alignment and composition scores of the different language-level groups were higher than those of the same language-level groups, and there was a significant difference between the two groups in terms of word-phrase alignments, but not in terms of composition scores. The results of this study can be useful and informative for second language teachers in future continuous teaching in online environments.
References
Wang C, 2005, The Method of Writing Length in Foreign Languages. Chinese Foreign Language, 2005(1): 45–49.
Wang C, 2012, Reading Followed by Writing—An Effective Method to Improve the Efficiency of Foreign Language Learning. Foreign Languages, 2012(5): 2–7.
Wang C, 2015, How Reading Followed by Writing Can Effectively Promote Learning. Foreign Language Teaching and Research, 2015(5): 753–762.
Xu F, Wang C, 2020, The Effect of a Re-Diagnosis and Renewal Task to Promote the Learning of Medical Chinese Vocabulary. Journal of PLA College of Foreign Languages, 43(1): 17–24.
Jiang L, Tu M, 2016, A Study on the Role of Reading and Subsequent Writing on Second Language Vocabulary Learning. Modern Foreign Languages, 2016(6): 819–829.
Xin S, 2017, The Effect of Reading and Writing Task Conditions on the Acquisition of Second Language Grammatical Structures. Modern Foreign Languages, 2017(4): 507–517.
Wang M, Wang C, 2014, The Synergistic Effect of Reading Followed by Writing. Modern Foreign Languages, 2014(4): 501–512.
Miao H, 2017, A Study of Discourse Synergy in Foreign Language Writing Interaction. Modern Foreign Languages, 40(05): 630–641 + 730.
Xin S, Li L, 2020, Text Complexity Synergy in Reading and Subsequent Writing Tasks and Its Effect on Accuracy. Journal of PLA College of Foreign Languages, 43(1): 33–41.
Zhang X, Zhang Q, 2017, A Study on the Differences in the Effects of Reading and Subsequent Writing on Synergy in Different Genres. Foreign Language World, 2017(3): 90–96.
Xue H, 2013, Analyzing the Effect of Fun on Synergy in “Reading and Writing,” dissertation, Guangdong University of Foreign Studies.
Zhang X, Wang Y, 2020, The Influence of Language Level on Learners’ Output and Synergistic Effects in Reading and Subsequent Speaking Tasks. Journal of PLA College of Foreign Languages, 43(1): 9–16.
Zhang X, Wu L, Zhang Q, 2019, A Study on the Effects of Input Mode and Language Level on English Vocabulary Acquisition in a Continuation Writing Task. Journal of PLA College of Foreign Languages, 42(2): 10–16.
Wang C, 2007, On the Context of Foreign Language Learning. Foreign Language Teaching and Research, 2007(3): 190–197.
Xu J, 2010, Research on Foreign/Second Language Classroom Interaction at Home and Abroad. Foreign Languages, 2010(3): 51–59.
Beauvois MH, 1994, E-Talk: Attitudes and Motivation in Computer-Assisted Classroom Discussion. Computers and Humanities, 28(3): 170–199.
Bloch J, 2002, Student/Teacher Interaction Via Email: Then Social Context of Internet Discourse. Journal of Second Language Writing, 2002(11): 117–134.
Guo X, 2009, Design and Practice of University English Writing Model in Blog Environment. Modern Foreign Language, 32(3): 314–330.
Zhang X, 2015, Research on the Application Mode of Foreign Language Writing Long Method in QQ Space. Foreign Language and Foreign Language Teaching, 2015(4): 57–62.
Xu Q, Dong X, 2018, Research on the Teaching Method of University English Audio-Visual Continuation of Speaking Based on WeChat Platform. Journal of Guangdong University of Foreign Studies, 29(4): 125–131.
Xu H, 2015, The Effects of Task Structure and Preparation Conditions on Learners’ Oral Production. Foreign Language and Foreign Language Teaching, 2015(1): 45–49.
Krashen SD, 1982, Principles and Practice in Second Language Acquisition, Pergamon Press, Oxford.
Swain M, Brooks L, Tocalli-Beller A, 2002, Peer-Peer Dialogue as a Means of Second Language Learning. Annual Review of Applied Linguistics, 2002(22): 171–185.
Swain M, 1995, Three Functions of Output in Second Language Learning, in Cook G, Seidlhofer B, (eds.), Principle & Practice in Applied Linguistics, Oxford University Press, Oxford.
Arnold N, Ducate L, Kost C, 2012, Collaboration or Cooperation? Analyzing Group Dynamics and Revision Process in Wikis. CALICO Journal, 29(3): 431–448.
Yu Q, Tian X, 2019, A Comparative Study of English Compound Word Processing by Chinese Learners with Different English Proficiency. Foreign Language and Foreign Language Teaching, 2019(1): 86–148.
Yang C, 2003, Exploration of Multilateral Interactive Teaching Mode for Improving Foreign Language Learners’ Autonomous Learning Ability by Utilizing Multimedia Network Technology, dissertation, Jilin University.
Zheng P, 2011, A Study of Language Output and Interaction Patterns of Different English Proficiency Pair Combinations - An Empirical Investigation Based on Online Written Real-Time Communication. Foreign Language Community, 2011(3): 60–67.
Jin H, Wang T, 2021, Task Complexity, Working Memory Capacity and Second Language Writing Performance: The Role of Learner Agency. Foreign Language and Foreign Language Teaching, 2021(3): 102–113.
Zhang S, 2019, The Effect of Continued Translation in Emotional Information Discourse Processing. Modern Foreign Languages, 42(4): 514–526.
Yang H, 2018, A Study of the Learning Effect of Reading and Subsequent Writing on the Writing Rhetoric of Intermediate and Advanced Level Foreign Language Learners. Foreign Language Teaching and Research, 50(4): 596–607.
Huong L, 2007, The More Knowledgeable Peer Target Language Use, and Group Participation. Canadian Modern Language Review, 2007(2): 333–354.
Fan Y, Xu J, 2021, A Study of the Effect of Peer Familiarity on Learner Engagement in Peer Interaction. Foreign Language and Foreign Language Teaching, 2021(2): 82–91.
Wang F, 2019, Analysis of the Reasons for Ineffective Peer Interaction in Academic Writing Classrooms: A Case Study Based on the Perspectives of Four Chinese and Foreign PhD Students. Foreign Language and Foreign Language Teaching, 2019(2): 92–99.
Wang C, 2018, How to Improve the Intensity of Interaction in Reading Followed by Writing. Foreign Language World, 2018(5): 40–45.
Xu J, Cao Z, 2012, An Empirical Study of the Effects of Different Pairing Modes on Student-Student Interaction in University English Classrooms. Chinese Foreign Language, 9(5): 67–77.