L2 writing development: the case of two high-achieving and two struggling college-level students

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Author
Zyad, Hicham
Publisher
Universidad de Córdoba, UCOPressDate
2016Subject
ELTL2 writing pedagogy
Complexity
Accuracy
ICT
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Show full item recordAbstract
Researchers and language practitioners have long been interested in the quest for theory-based,
research-supported constructs that can adequately characterize L2 writing proficiency and development.
The ongoing scholarly inquiry in this research area has led to the mounting recognition that complexity,
accuracy and fluency (henceforth, CAF) constitute a conceptual framework capable of charting L2 writing
proficiency and benchmarking development. Against this background, the present study aims to
investigate four college-level semester-one students’ L2 writing development over a time frame of twelve
weeks. Couched within the constructivist paradigm, which advocates learner independence, meaningful
learning and collaboration, the study examines the extent and nature of the progress that two highachieving
L2 students made as compared with two struggling peers with regard to their written
productions. On the basis of case study methodology, a thick description is provided for each student on
account of his measurable progress as assessed by theoretically motivated indices of complexity and
accuracy. The paper also explores the time spent on online Moodle activities by the four participants to
ascertain whether or not a relationship existed with the progress made. Complexity was measured by
mean length of t-unit, mean length of clause and number of clauses per t-unit; accuracy was measured by
mean number of error-free t-units and the ratio of error-free t-units to total number of t-units. The writing
program in which the participants were engaged was based on the use of Moodle as a platform where
students have access to myriad supplementary materials including website links, videos, PowerPoint
slides, book chapters and exercises handouts. They were also required to post their written assignments
in the Moodle-hosted blog and to participate in forums designed for the exchange of feedback. The
implications of the results for L2 writing instruction are discussed.