Tipo: artículo

Metodología: estudio empírico

Temas: atención a la forma

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This study examined the extent to which textual enhancement incorporated into the post-task stage of task-based reading lessons can promote development in second language (L2) grammatical knowledge. The participants were 49 child language learners who participated in task-based reading lessons in their own classroom contexts. They were randomly assigned to two groups, one being exposed to textual enhancement and the other not. The experiment adopted a multiple-exposure design involving six treatment sessions over three weeks. The target construction was the third person singular -s morpheme. Pretest-posttest development was assessed with a grammaticality judgement test. The results revealed a...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión escrita

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This study examined how timing influences writing behaviors and associated cognitive activities in second language users during computer-assisted collaborative writing and whether task complexity mediates this relationship. The study involved 56 Chinese participants with English proficiency levels at CEFR B2 and C1. They were randomly arranged into 28 pairs. Each pair completed two counterbalanced writing tasks in a reading-to-write format, differing in cognitive complexity. The simple task version involved summarizing a single text, whereas the complex task version required writing a summary of three texts. Keystroke logging software tracked the participants’ typing behaviors during the tasks....

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