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European Network on Writing Research

	The European Research Network on Learning to Write Effectively

 

Workgroup 2: Improving written communication in education and in the workplace

Activity in this workgroup is motivated by the following questions...

1.      What relationships between L1 and L2 inform the design of effective learning environments to foster effective L2 writing processes? What effect do various learner characteristics (L2 proficiency, vocabulary (L1, L2), reading skill, writing strategy preference) and task variables (task condition, writing medium, topic, use of sources) affect the writing process and the relation between process and text quality?

2.      What relationships between the language specific definitions/concepts of genres (at the level of secondary and higher education) inform the design of effective environments to foster effective L2 writing processes? Analyses on various levels (theory, practice, text books, instruction, evaluation) in various L1’s (various languages), compared with ‘Global English’? What are distinctive and what are common features?

Keywords

Writing skills, mother tongue, ESOL, writing instruction, writing strategies, writing in the workplace, classroom teaching, professional writing

Leaders

Gert Rijlaarsdam, Graduate School of Teaching and Learning, University of Amsterdam

Address: Spinozastraat 55, 1081 HJ Amsterdam, the Netherlands

Phone +31 20 5251288

E-Mail: G.C.W. Rijlaarsdam @uva.nl (Workgroup 2.1)

Otto Kruse, Zurich University of Applied Sciences ZHAW (Workgroup 2.2)

Address: Department of Applied Linguistics, Theaterstr. 17, Postfach, CH-8401 Winterthur, Switzerland

Phone: +41 58 934 6172

E-Mail: kreo@zhaw.ch

Aim

The overall aim of this workgroup is to support the improvement of written communication, both in education and in the workplace.

We aim to deliver course design parameters for effective L2 training situations (supported by L1-training situations), informed by analyses of the

1.      relation of two major phenomena in L1 and L2 writing,

2.      relation between writing processes in L1 and L2

3.      relation between L1 specific concepts of genres and L2 concepts of genre

4.      understanding the factors favouring the development of expertise in writing in L1 and L2.

Program 2.1 Improving writing in L1 and L2

The aim will be to identify the conditions for successful transfers between L1 and L2 writing strategies, provided learner and task characteristics, and to set up the course design parameters for effective L2 learning-to-write environments. It also aims at establishing a common set of course materials that can be used in various settings to L2-writing instruction.

Sub Programme 2.1.ATransfer between L1 and L2 writing strategies

Studies will be identified to analyse the relationship between L1 and L2 writing processes. Studies must have data on (1) processes (online writing behaviour measures via keystroke logging, probe reaction time, think aloud protocols, self-reports during writing), (ii) quality of resulting texts, (iii) learner characteristics and (iv) task characteristics. Studies may focus on L1 and/or L2. Studies may purely descriptive, explanatory (factors that explain certain processes) or interventional (the effects of a certain intervention programme are studied on writing processes and text quality). We will identify finished studies, current studies and research proposals. All relevant research materials will be collected

Sub program 2.1.B Analysis of effective interventions

All intervention studies identified will be analyzed (content: which strategies were trained; methodology: which learning activities were stimulated, in which order, etc.).

In one or in two different L1-situations, a trial study will be set up where research materials from other studies are re-used in a different L1-context. A selection of the videotapes and think-aloud protocols (see 3.2.1., product 4) will be used to help students learn to write effectively in L2, through observing and comparing other writers at work. Students will be able to see and hear ‘models’ undertaking reading, planning, formulation and revision phases. Possibly these course writing processes will be embedded in a strategy focuses training (like CSRI, for instance ( Torrance, Fidalgo & Garcia, 2007). The text that is studied will be an expository text, i.e. an important genre for research and business communication. Performances will be recorded (keystroke logging using, for example, Inputlog Scriptlog), and analyzed via a standard analysis protocol. If possible, the results of the intervention will be compared with those of students receiving traditional instruction.

Other re-uses will be tested, using course materials identified in the analysis of effective interventions. These learning situations will be tested on the same principles, but with other participants and in other contexts, notably “peer learning” in workplace settings (occupational training, continuing education (Björk, Bräuer, Rienecker & Jörgensen, 2003).

2.1.A  Research on writing processes in L1 and L2, with or without explanatory learner and task characteristics, as independent variables (writing processes as such) or as dependent variables (writing processes and text quality).

Prerequisites for participating in this group: data/protocols on writing processes (in L1 and/or L2) Optional: text quality scores, other learner characteristics that can explain variation in writing processes.

2.1.B: Research on strategy-oriented interventions aiming at L1 and/or L2.

Prerequisite to participate in this Group: Available: videotaped course materials (strategy videoclips, from peers or experts).

Universiteit van Amsterdam