Examining the effect of written languaging
The role of metanotes as a mediator of second language learning
Bibliographic Data
| ID | 20403447 |
|---|---|
| Authors | Masako Ishikawa (0000-0002-7035-0618, Josai University, corresponding author) |
| Year | 2013 |
| Volume | 22 |
| Issue | 3 |
| Pages | 220-233 |
| Publication date | 2013-08-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Language Awareness (JOURNAL) |
| Journal identifiers | ISSN: 0965-8416 • E-ISSN: 1747-7565 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09658416.2012.683435 |
| OpenAlex | W2055286660 |
| Language | EN |
| Citations received | 8 |
| References cited | 12 |
Using language (languaging) has been identified to contribute to second language (L2) learning. In this respect, it has been argued that research tools such as think-aloud and stimulated recall can also be learning tools and that they should be regarded as language learning processes. Compared with oral languaging, written languaging seems to have been less explored. In order to fill this gap, this paper examined the role of one such research tool, note taking. Specifically, the effect of ‘metanotes’, namely metatalk in a written modality, was investigated to identify whether written languaging actually facilitates language learning. Participants were instructed to take metanotes as they performed a translation task. The effect of metanotes was then analysed by comparing the results of these participants’ pre- and post-tests with those of participants who performed the same task without taking metanotes. Moreover, the case study was conducted from the perspective of sociocultural theory of mind to gain an understanding of participants’ approach towards metanotes. This paper examined these results to explore the potential function of metanotes. Although the results were inconclusive, there was some indication that metanotes may have a positive impact on L2 learning
Cognitive psychology · Language proficiency · Linguistics · Mathematics education · Sociocultural evolution · Sociology · Think aloud protocol · Computer Science · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Speech and dialogue systems · Artificial Intelligence
Sociocultural Theory and L2 Learning
Translanguaging in second language writing processes
Translanguaging, learning and teaching in deaf education
The effect of written languaging on learning the hypothetical conditional in English
Written languaging, learners’ proficiency levels and L2 grammar learning
Written languaging with indirect feedback in writing revision
Contextualizing feedback in L2 writing
‘Educational Landscaping’
Interaction and Second Language Learning
Output, Input Enhancement, and the Noticing Hypothesis
Languaging
Metatalk in a Pair Work Activity
Learner Metalinguistic Reflections Following Output-oriented and Reflective Activities
Self‐scaffolding mediated by languaging
Languaging in grammar exercises by Japanese EFL learners of differing proficiency
Sociocognitive Perspectives on Language Use and Language Learning
Written Languaging, Direct Correction, and Second Language Writing Revision
Attention, Awareness, and Foreign Language Behavior
Learner-Generated Attention to Form
| Unique citing works | 8 |
|---|---|
| Citations per year | 0,8 |
| Citation span | 2016 - 2024 (9) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 7 |