Affiliation:
1. Kinjo Gakuin University, Japan
2. Nagoya Gakuin University, Japan
Abstract
The longitudinal effects of repeating a timed writing activity on English as a Foreign Language (EFL) students’ second language (L2) writing development were investigated. Data for 46 students in two university classes (23 in each class), each with a different course objective, were collected 30 times in the same way over one year. The students’ compositions were analyzed for fluency, grammatical complexity, and lexical complexity. Text analysis using Coh-Metrix showed that task repetition had an overall effect on L2 writing development. The text analysis was supplemented with a visual analysis using moving min-max graphs. Grammatical complexity developed more prominently than the other aspects of writing in both classes. This counter-predictive result points to the significance of the writers’ reflective consciousness towards their own writing. This study also emphasizes that it is important to study the dynamics in L2 writing development with multi-wave data.
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