1887
Volume 5, Issue 1
  • ISSN 2542-3835
  • E-ISSN: 2542-3843
USD
Buy:$35.00 + Taxes

Abstract

Abstract

This study investigated the role of prompt types in the emotion and lexical complexity level in L2 writing performance using fine-grained automatic textual analyzing tools and indices. Fifty-three ESL advanced-mid students wrote essays on pandemic (esp. COVID-19) and non-pandemic prompts. A textual Sentiment Analysis was carried out to detect both positive and negative emotions expressed in the students’ writing. A set of six lexical complexity indices was calculated to examine further the rarity, fluency, sophistication, and diversity levels in writing. The results revealed that the prompt types affect the emotional and lexical complexity of L2 writing. These results also showed that emotionality and lexical complexity have intricate and significant interactions, providing evidence for an emotion-lexicon link in L2 writing. Our results indicated that emotion has a substantial role in L2 writing beyond the traditional cognition-centered perspective, echoing the call of an ‘affective turn’ in second language acquisition (SLA) research.

Loading

Article metrics loading...

/content/journals/10.1075/jsls.21014.abd
2021-05-06
2024-12-03
Loading full text...

Full text loading...

References

  1. American Psychological Association
    American Psychological Association (2020) APA dictionary of psychology. Washington, DC: American Psychological Association.
    [Google Scholar]
  2. American Council on the Teaching of Foreign Languages
    American Council on the Teaching of Foreign Languages (2012) ACTFL proficiency guidelines: Writing. Retrieved fromhttps://www.actfl.org/resources/actfl-proficiency-guidelines-2012/english/writing
    [Google Scholar]
  3. Balahur, A., Mihalcea, R., & Montoyo, A.
    (2014) Computational approaches to subjectivity and sentiment analysis: Present and envisaged methods and applications. Computer Speech & Language, 28(1), 1–6. doi:  10.1016/j.csl.2013.09.003
    https://doi.org/10.1016/j.csl.2013.09.003 [Google Scholar]
  4. Benesch, S.
    (2013) Considering emotions in critical English language teaching: Theories and praxis. New York: Routledge. 10.4324/9780203848135
    https://doi.org/10.4324/9780203848135 [Google Scholar]
  5. Carrillo, L. M., & Moreno, J. L.
    (2011) Guided use of writing prompts to improve academic writing in college students. Forma y Función, 24, 103–125.
    [Google Scholar]
  6. Chamcharatsri, P. B.
    (2012) Emotionality and composition in Thai and English. [Unpublished doctoral dissertation]. Indiana University of Pennsylvania.
    [Google Scholar]
  7. Cho, M.
    (2019) The effects of prompts on L2 writing performance and engagement. Foreign Language Annals, 52(3), 576–594. doi:  10.1111/flan.12411
    https://doi.org/10.1111/flan.12411 [Google Scholar]
  8. Clachar, A.
    (1999) It’s not just cognition: The effect of emotion on multiple-level discourse processing in second-language writing. Language Sciences, 21(1), 31–60. doi:  10.1016/S0388‑0001(98)00014‑X
    https://doi.org/10.1016/S0388-0001(98)00014-X [Google Scholar]
  9. Cohen, J.
    (1988) Statistical power analysis for the behavioral sciences. Lawrence Erlbaum Associates. doi:  10.1016/C2013‑0‑10517‑X
    https://doi.org/10.1016/C2013-0-10517-X [Google Scholar]
  10. Council of Europe
    Council of Europe (2010) The common European framework of references for languages. Cambridge, UK: Cambridge Press. Retrieved fromhttps://rm.coe.int/1680459f97
    [Google Scholar]
  11. Crossley, S. A., Kyle, K., & McNamara, D. S.
    (2017) Sentiment Analysis and Social Cognition Engine (SEANCE): An automatic tool for sentiment, social cognition, and social-order analysis. Behavior Research Methods, 49(3), 803–821. doi:  10.3758/s13428‑016‑0743‑z
    https://doi.org/10.3758/s13428-016-0743-z [Google Scholar]
  12. D’Mello, S., & Mills, C.
    (2014) Emotions while writing about emotional and non-emotional topics. Motivation and Emotion, 38(1), 140–156. doi:  10.1007/s11031‑013‑9358‑1
    https://doi.org/10.1007/s11031-013-9358-1 [Google Scholar]
  13. Dewaele, J.-M., & Li, C.
    (2018) Editorial. Studies in second language learning and teaching, 8(1), 15–19. doi:  10.14746/ssllt.2018.8.1.1
    https://doi.org/10.14746/ssllt.2018.8.1.1 [Google Scholar]
  14. (2020) Emotions in second language acquisition: A critical review and research agenda. Foreign Language World, 196(1), 34–49.
    [Google Scholar]
  15. Dewaele, J.-M., & MacIntyre, P. D.
    (2014) The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2), 237–274. doi:  10.14746/ssllt.2014.4.2.5
    https://doi.org/10.14746/ssllt.2014.4.2.5 [Google Scholar]
  16. Faul, F., Erdfelder, E., Lang, A.-G., & Buchner, A.
    (2007) G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39(2), 175–191. doi:  10.3758/BF03193146
    https://doi.org/10.3758/BF03193146 [Google Scholar]
  17. Feldman, R.
    (2013) Techniques and applications for sentiment analysis. Communications of the ACM, 52(4), 86–89. doi:  10.1145/2436256.2436274
    https://doi.org/10.1145/2436256.2436274 [Google Scholar]
  18. Fontaine, J. R. J., Scherer, K. R., Roesch, E. B., & Ellsworth, P. C.
    (2007) The world of emotions is not two-dimensional. Psychological Science, 18(12), 1050–1057. doi:  10.1111/j.1467‑9280.2007.02024.x
    https://doi.org/10.1111/j.1467-9280.2007.02024.x [Google Scholar]
  19. Graesser, A. C., McNamara, D. S., Louwerse, M. M., & Cai, Z.
    (2004) Coh-Metrix: Analysis of text on cohesion and language. Behavior Research Methods, Instruments, & Computers, 36(2), 193–202. doi:  10.3758/BF03195564
    https://doi.org/10.3758/BF03195564 [Google Scholar]
  20. Han, Y., & Hyland, F.
    (2019) Academic emotions in written corrective feedback situations. Journal of English for Academic Purposes, 38, 1–13. doi:  10.1016/j.jeap.2018.12.003
    https://doi.org/10.1016/j.jeap.2018.12.003 [Google Scholar]
  21. He, L., & Shi, L.
    (2012) Topical knowledge and ESL writing. Language Testing, 29(3), 443–464. doi:  10.1177/0265532212436659
    https://doi.org/10.1177/0265532212436659 [Google Scholar]
  22. Hinkel, E.
    (2009) The effect of essay prompts and topics on the uses of modal verbs in L1 and L2 academic writing. Journal of Pragmatics, 41(4), 667–683. 10.1016/j.pragma.2008.09.029
    https://doi.org/10.1016/j.pragma.2008.09.029 [Google Scholar]
  23. Huh, M.-H., & Lee, J.
    (2018) Task complexity and writing prompts and performance in EFL high school students’ narrative writing. English Teaching, 73(4), 55–72. doi:  10.15858/engtea.73.4.201812.55
    https://doi.org/10.15858/engtea.73.4.201812.55 [Google Scholar]
  24. JASP Team
    JASP Team (2020) JASP (Version 0.12.2) [Computer software]
    [Google Scholar]
  25. Kaur, J., & R. Saini, J.
    (2014) Emotion detection and sentiment analysis in text corpus: A differential study with informal and formal writing styles. International Journal of Computer Applications, 101(9), 1–9. doi:  10.5120/17712‑8078
    https://doi.org/10.5120/17712-8078 [Google Scholar]
  26. Kean, D. K., Glynn, S. M., & Britton, B. K.
    (1987) Writing Persuasive Documents. The Journal of Experimental Education, 55(2), 95–102. doi:  10.1080/00220973.1987.10806440
    https://doi.org/10.1080/00220973.1987.10806440 [Google Scholar]
  27. Knoch, U., & Sitajalabhorn, W.
    (2013) A closer look at integrated writing tasks: Towards a more focused definition for assessment purposes. Assessing Writing, 18(4), 300–308. doi:  10.1016/j.asw.2013.09.003
    https://doi.org/10.1016/j.asw.2013.09.003 [Google Scholar]
  28. Kroll, B., & Reid, J.
    (1994) Guidelines for designing writing prompts: Clarifications, caveats, and cautions. Journal of Second Language Writing, 3(3), 231–255. doi:  10.1016/1060‑3743(94)90018‑3
    https://doi.org/10.1016/1060-3743(94)90018-3 [Google Scholar]
  29. Kumaravadivelu, B.
    (1994) The Postmethod condition: (E)merging strategies for Second / Foreign language teaching. TESOL Quarterly, 28(1), 27. doi:  10.2307/3587197
    https://doi.org/10.2307/3587197 [Google Scholar]
  30. (2001) Toward a Postmethod Pedagogy. TESOL Quarterly, 35(4), 537. doi:  10.2307/3588427
    https://doi.org/10.2307/3588427 [Google Scholar]
  31. Kuperman, V., Estes, Z., Brysbaert, M., & Warriner, A. B.
    (2014) Emotion and language: Valence and arousal affect word recognition. Journal of Experimental Psychology: General, 143(3), 1065–1081. doi:  10.1037/a0035669
    https://doi.org/10.1037/a0035669 [Google Scholar]
  32. Kyle, K., Crossley, S., & Berger, C.
    (2018) The tool for the automatic analysis of lexical sophistication (TAALES): version 2.0. Behavior Research Methods, 50(3), 1030–1046. doi:  10.3758/s13428‑017‑0924‑4
    https://doi.org/10.3758/s13428-017-0924-4 [Google Scholar]
  33. Li, C.
    (2018) A positive psychology perspective on Chinese students’ emotional intelligence, classroom emotions, and EFL learning achievement. Xiamen: Xiamen University.
    [Google Scholar]
  34. MacIntyre, P., & Gregersen, T.
    (2012) Emotions that facilitate language learning: The positive-broadening power of the imagination. Studies in Second Language Learning and Teaching, 2(2), 193. doi:  10.14746/ssllt.2012.2.2.4
    https://doi.org/10.14746/ssllt.2012.2.2.4 [Google Scholar]
  35. MacIntyre, P. D., & Vincze, L.
    (2017) Positive and negative emotions underlie motivation for L2 learning. Studies in Second Language Learning and Teaching, 7(1), 61–88. doi:  10.14746/ssllt.2017.7.1.4
    https://doi.org/10.14746/ssllt.2017.7.1.4 [Google Scholar]
  36. Martin, J. R., & White, P.
    (2005) The language of evaluation: Appraisal in English. Macmillan. 10.1057/9780230511910
    https://doi.org/10.1057/9780230511910 [Google Scholar]
  37. Mills, C., & D’Mello, S.
    (2012) Emotions during writing on topics that align or misalign with personal beliefs. Lecture Notes in Computer Science, 638–639. doi:  10.1007/978‑3‑642‑30950‑2_99
    https://doi.org/10.1007/978-3-642-30950-2_99 [Google Scholar]
  38. Mills, K. A., & Unsworth, L.
    (2018) iPad Animations: Powerful Multimodal Practices for Adolescent Literacy and Emotional Language. Journal of Adolescent and Adult Literacy, 61(6), 609–620. doi:  10.1002/jaal.717
    https://doi.org/10.1002/jaal.717 [Google Scholar]
  39. Mostafa, T., & Crossley, S. A.
    (2020) Verb argument construction complexity indices and L2 writing quality: Effects of writing tasks and prompts. Journal of Second Language Writing, 49, 100730. doi:  10.1016/j.jslw.2020.100730
    https://doi.org/10.1016/j.jslw.2020.100730 [Google Scholar]
  40. Mueller, C. M., & Richardson, R.
    (2021) Talking about oneself: Effects of personalized prompts on L2 learners’ speech. Journal of Second Language Studies. 10.1075/jsls.21023.mue
    https://doi.org/10.1075/jsls.21023.mue [Google Scholar]
  41. Nunan, D.
    (2004) Task-based language teaching. Cambridge, UK: Cambridge University Press. 10.1017/CBO9780511667336
    https://doi.org/10.1017/CBO9780511667336 [Google Scholar]
  42. Ortigosa, A., Martín, J. M., & Carro, R. M.
    (2014) Sentiment analysis in Facebook and its application to e-learning. Computers in Human Behavior, 31(1), 527–541. doi:  10.1016/j.chb.2013.05.024
    https://doi.org/10.1016/j.chb.2013.05.024 [Google Scholar]
  43. Pavlenko, A.
    (2013) The affective turn in SLA: From ‘affective factors’ to ‘language desire’ and ‘commodification of affect’. InGabrys-Barker, D. & J. Belska (Eds.), The affective dimension in second language acquisition (pp.3–28). Bristol, UK: Multilingual Matters.
    [Google Scholar]
  44. Pennebaker, J. W., & Beall, S. K.
    (1986) Confronting a traumatic event: Toward an understanding of inhibition and disease. Journal of Abnormal Psychology, 95(3), 274–281. doi:  10.1037/0021‑843X.95.3.274
    https://doi.org/10.1037/0021-843X.95.3.274 [Google Scholar]
  45. Prior, M.
    (2019) Elephants in the room: An “affective turn,” or just feeling our way?Modern Language Journal, 103(2), 516–527. doi:  10.1111/modl.12573
    https://doi.org/10.1111/modl.12573 [Google Scholar]
  46. Plonsky, L., & Oswald, F. L.
    (2014) How big is “Big”? Interpreting effect sizes in L2 research. Language Learning, 64(4), 878–912. doi:  10.1111/lang.12079
    https://doi.org/10.1111/lang.12079 [Google Scholar]
  47. Prabhu, N. S.
    (1987) Second language pedagogy. Oxford: Oxford University Press.
    [Google Scholar]
  48. Rani, S., & Kumar, P.
    (2017) A sentiment analysis system to improve teaching and learning. Computer, 50(5), 36–43. doi:  10.1109/MC.2017.133
    https://doi.org/10.1109/MC.2017.133 [Google Scholar]
  49. Richards, J. C.
    (2020) Exploring emotions in language teaching. RELC Journal, 003368822092753. doi:  10.1177/0033688220927531
    https://doi.org/10.1177/0033688220927531 [Google Scholar]
  50. Robinson, P.
    (2005) Cognitive complexity and task sequencing: Studies in a componential framework for second language task design. IRAL – International Review of Applied Linguistics in Language Teaching, 43(1), 1–32. doi:  10.1515/iral.2005.43.1.1
    https://doi.org/10.1515/iral.2005.43.1.1 [Google Scholar]
  51. (2007) Criteria for classifying and sequencing pedagogic tasks. InM. P Garcia Mayo (Ed.), Investigating tasks in formal language learning (pp.7–26). Clevedon, UK: Multilingual Matters.
    [Google Scholar]
  52. Saito, K.
    (2017) Effects of sound, vocabulary, and grammar learning aptitude on adult second language speech attainment in foreign language classrooms. Language Learning, 67(3), 665–693. doi:  10.1111/lang.12244
    https://doi.org/10.1111/lang.12244 [Google Scholar]
  53. Schweinberger, M.
    (2019) A sociolinguistic analysis of emotives. Corpus Pragmatics, 3(4), 327–361. doi:  10.1007/s41701‑019‑00062‑z
    https://doi.org/10.1007/s41701-019-00062-z [Google Scholar]
  54. Seligman, M. E.
    (2011) Flourish: A visionary new understanding of happiness and well-being. New York: Free Press.
    [Google Scholar]
  55. Shi, B., Huang, L., & Lu, X.
    (2020) Effect of prompt type on test-takers’ writing performance and writing strategy use in the continuation task. Language Testing, 37(3), 361–388. doi:  10.1177/0265532220911626
    https://doi.org/10.1177/0265532220911626 [Google Scholar]
  56. Skehan, P.
    (1998) A cognitive approach to language learning. Oxford: Oxford University Press.
    [Google Scholar]
  57. (2014) Limited attentional capacity, second language performance, and task-based pedagogy. InP. Skehan (Ed.), Processing perspectives on task performance (pp.211–260). Amsterdam: John Benjamins. 10.1075/tblt.5.08ske
    https://doi.org/10.1075/tblt.5.08ske [Google Scholar]
  58. Stone, P. J., Bales, R. F., Namenwirth, J. Z., & Ogilvie, D. M.
    (1962) The general inquirer: A computer system for content analysis and retrieval based on the sentence as a unit of information. Behavioral Science, 7(4), 484–498. 10.1002/bs.3830070412
    https://doi.org/10.1002/bs.3830070412 [Google Scholar]
  59. Swain, M.
    (2013) The inseparability of cognition and emotion in second language learning. Language Teaching, 46(2), 195–207. doi:  10.1017/S0261444811000486
    https://doi.org/10.1017/S0261444811000486 [Google Scholar]
  60. Verspoor, M., Schmid, M. S., & Xu, X.
    (2012) A dynamic usage-based perspective on L2 writing. Journal of Second Language Writing, 21(3), 239–263. doi:  10.1016/j.jslw.2012.03.007
    https://doi.org/10.1016/j.jslw.2012.03.007 [Google Scholar]
  61. Vinson, D., Ponari, M., & Vigliocco, G.
    (2013) How does emotional content affect lexical processing?Cognition and Emotion, 28(4), 737–746. doi:  10.1080/02699931.2013.851068
    https://doi.org/10.1080/02699931.2013.851068 [Google Scholar]
  62. Wang, Y.
    (2020) Emotion and syntactic complexity in L2 writing: A corpus-based study on Chinese college-level students’ English writing. The Asian Journal of Applied Linguistics, 7(1), 1–17. Retrieved fromhttps://caes.hku.hk/ajal/index.php/ajal/article/view/681
    [Google Scholar]
  63. Weigle, S. C.
    (2002) Assessing writing. Cambridge, UK: Cambridge University Press. 10.1017/CBO9780511732997
    https://doi.org/10.1017/CBO9780511732997 [Google Scholar]
  64. White, C. J.
    (2018) The emotional turn in applied linguistics and TESOL: Significance, challenges and prospects. Emotions in Second Language Teaching, 19–34. doi:  10.1007/978‑3‑319‑75438‑3_2
    https://doi.org/10.1007/978-3-319-75438-3_2 [Google Scholar]
  65. Yang, W., Lu, X., & Weigle, S. C.
    (2015) Different topics, different discourse: Relationships among writing topic, measures of syntactic complexity, and judgments of writing quality. Journal of Second Language Writing, 28, 53–67. doi:  10.1016/j.jslw.2015.02.002
    https://doi.org/10.1016/j.jslw.2015.02.002 [Google Scholar]
  66. Yoon, H.-J., & Polio, C.
    (2016) The linguistic development of students of English as a second language in two written genres. TESOL Quarterly, 51(2), 275–301. doi:  10.1002/tesq.296
    https://doi.org/10.1002/tesq.296 [Google Scholar]
  67. Yu, X.
    (2020) Lexical features in argumentative writing across English writers from different language backgrounds. Journal of Second Language Studies, 3(1), 82-110. 10.1075/jsls.19024.yu
    https://doi.org/10.1075/jsls.19024.yu [Google Scholar]
/content/journals/10.1075/jsls.21014.abd
Loading
/content/journals/10.1075/jsls.21014.abd
Loading

Data & Media loading...

  • Article Type: Research Article
Keyword(s): emotionality; L2 writing; lexical complexity; prompt; teacher education
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error