The effect of quality of written languaging on second language learning


  • Wataru Suzuki Miyagi University of Education



second language writing, SLL, EFL, written languaging, feedback


It has been suggested that oral languaging (e.g., collaborative dialogue, private speech) plays a crucial role in learning a second language (L2). Many studies have shown a positive relation between oral languaging during problem solving tasks and subsequent performance on various post-test measures. The paucity of empirical research on written languaging (e.g., written reflection) prompted this study. The effect of the quality of written languaging by 24 Japanese learners of English was assessed by subsequent text revisions. Both written languaging at the level of noticing only and written languaging at the level of noticing with reasons were associated with accuracy improvement. These findings appear to support Swain’s (2006, 2010) claim that providing learners with the opportunity to language about or reflect on their developing linguistic knowledge in the course of L2 learning mediates L2 learning and development. The pedagogical implications of the study may suggest that L2 teachers should ask their students to reflect, in diaries, journals, and portfolios, on the linguistic problems they have encountered during their classroom activities.

Author Biography

Wataru Suzuki, Miyagi University of Education

Wataru Suzuki is Associate Professor in the department of English Language Education at Miyagi University of Education in Sendai, Japan. He received Ph.d. (Second Language Education) from the Ontario Institute for Studies in Education (OISE) at the University of Toronto, Canada. His main area of research interests is cognitive and sociocultural second language acquisition, particularly roles of input, interaction, and output in second language learning. He has published articles on these topics widely.



How to Cite

Suzuki, W. (2017). The effect of quality of written languaging on second language learning. Writing and Pedagogy, 8(3), 461–482.



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