Abstract
A general consensus in writing research is that “writing is an effortful and complex activity” (Kieft et al., 2006, p. 19). In addition to the cognitive strain, the act of writing can be an emotional endeavor. Moreover, researchers acknowledge the added complexity and emotional tension particularly to writing in a developing second language (Cheng, 2002; Séror, 2013). To manage the cognitive load and the emotional effort during writing, Graham et al. (2017) stresses the importance of utilizing self-regulation strategies (e.g., set a writing goal, regulate time management, modify writing environment, etc.).
This study examines how different emotions can affect writing behavior and prompt the use of emotional self-regulation strategies. The participants are 6 adult learners of Norwegian with Korean as their first (written) language. To observe their writing processes, the study utilized a screen capture program that recorded writing sessions on a digital device. Afterwards, semi-structured and data-stimulated recall interviews were conducted. The preliminary findings indicate that negative feelings (e.g.,” uncomfortableness”,” confusion”, etc.) can frequently occur during the writing session. To offset these feelings, participants may utilize self-regulation strategies, such as stopping the writing process to verify spelling or grammar, or carrying out various forms of revisions. Self-regulation strategies based on positive feelings (e.g., “joy”, “amusement”, etc.) were not explicitly mentioned by writers, although some participants did express satisfaction with the overall writing session. The study discusses and questions approaches that conceptualize well-being in the context of second language writing.
References:
Cheng, Y. (2002). Factors Associated with Foreign Language Writing Anxiety. Foreign Language Annals, 35(6), 647–656. https://doi.org/10.1111/j.1944-9720.2002.tb01903.x
Graham, S., Harris, K. R., MacArthur, C., & Santangelo, T. (2017). Self-Regulation and Writing. In D. H. Schunk & J. A. Greene (Eds.), Handbook of Self-Regulation of Learning and Performance (2nd ed., pp. 138–152). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781315697048-9/self-regulation-writing-steve-graham-karen-harris-charles-macarthur-tanya-santangelo
Kieft, M., Rijlaarsdam, G., & van den Bergh, H. (2006). Writing as a learning tool: Testing the role of students’ writing strategies. European Journal of Psychology of Education, 21(1), 17–34.
Séror, J. (2013). Screen capture technology: A digital window into students’ writing processes / Technologie de capture d’écran: une fenêtre numérique sur le processus d’écriture des étudiants. Canadian Journal of Learning and Technology / La Revue Canadienne de l’apprentissage et de La Technologie, 39(3). https://doi.org/10.21432/T28G6K
Bio:
Camilla Lee is a Doctoral Research Fellow from the Department of Linguistics and Scandinavian Studies at the University of Oslo.