The Korean Association for the Study of English Language and Linguistics

Korean Journal of English Language and Linguistics - Vol. 23
[Paper List] [Goto Volume List]

[ Article ]
Korea Journal of English Language and Linguistics - Vol. 23, No. 0, pp. 131-159
Abbreviation: KASELL
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Received 16 Jan 2023 Revised 10 Feb 2023 Accepted 18 Feb 2023
DOI: https://doi.org/10.15738/kjell.23..202302.131

Mapping Knowledge Domains in Second Language Writing Research: A Citation Network Analysis
Hyun-Woo Lim
Professor, Graduate School of Education, Hankuk University of Foreign Studies, Tel: 02) 2173-2913 (hlim@hufs.ac.kr)


© 2023 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
Funding Information ▼
Abstract

This study conducted citation network analysis to illuminate knowledge domains in second language (L2) writing research, as reflected in literature citation patterns. The data comprised 2,316 research articles during the period 1990-2021. CitNetExplorer software was employed to calculate citation interconnectivity and visualize the citation network. Cluster analysis of the citation network identified 14 research topics and 25 subtopics. The results indicated that the most frequently researched topics included feedback, linguistic features as a predictor of L2 writing proficiency, collaboration, individual differences in writing behavior, and voice construction and metadiscourse. The least frequently researched topics reflected research interests that are emerging or underrepresented in L2 writing research. Topics such as multimodal composing and machine translation demonstrated growing research interest in multimodality and new digital literacies. The results also raised the question of whether L2 writing research lacked focus on young learners, real-life writing tasks, and L2 writing concerns in specific cultural contexts. Limitations and suggestions for further research are discussed.

Keywords: second language writing, citation network analysis, mapping knowledge domains, CitNetExplorer
Acknowledgments

This work was supported by Hankuk University of Foreign Studies Research Fund of 2022.

References
1. Altinmakas, D. and Y. Bayyurt. 2019. An exploratory study on factors influencing undergraduate students’ academic writing practices in Turkey. Journal of English for Academic Purposes 38, 88-103.
2. Arik, B. T. and E. Arik. 2017. Second language writing publications in Web of Science: A bibliometric analysis. Publications 5(1), 4.
3. Boyack, K. W. 2004. Mapping knowledge domains: Characterizing PNAS. Proceedings of the National Academic of Science 101 (suppl 1), 5192-5119.
4. Britton, E. R. and R. L. Leonard. 2020. The social justice potential of critical reflection and critical language awareness pedagogies for L2 writers. Journal of Second Language Writing 50, 100776.
5. Canagarajah, S. 2022. Language diversity in academic writing: toward decolonizing scholarly publishing. Journal of Multicultural Discourse 17(2), 1-22.
6. Casanave, C. P. 2003. Looking ahead to more sociopolitically-oriented case study research in L2 writing scholarship: But should it be called “post-process”? Journal of Second Language Writing 12(1), 85-102.
7. Cho, Y. and S. Park. 2012. Using citation network analysis in educational technology. Educational Technology 52(3), 38-42.
8. de Larios, J. R., R. Manchón, L. Murphy and J. Marin. 2008. The foreign language writer’s strategic behavior in the allocation of time to writing processes. Journal of Second Language Writing 17(1), 30-47.
9. Deng, L., B. Fatemeh and X. Gao. 2021. Exploring the interactive and interactional metadiscourse in doctoral dissertation writing: A diachronic study. Scientometrics 126, 7223-7250.
10. Dobao, A. F. 2012. Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work. Journal of Second Language Writing 21(1), 40-58.
11. Garfield, E., I. H. Sher and R. J. Torpie. 1964. The Use of Citation Data in Writing the History of Science. Philadelphia, PA: Institute for Scientific Information.
12. Geng, F., S. Yu, C. Liu and Z. Liu. 2022. Teaching and learning writing in English as a foreign language (EFL) school education contexts: A thematic review. Scandinavian Journal of Educational Research 66(3), 491-504.
13. Hafner, C. A. 2020. Digital multimodal composing: How to address multimodal communication forms in ELT. English Teaching 75(3), 133-146.
14. Harklau, L. 2002. The role of writing in classroom second language acquisition. Journal of Second Language Writing 11(4), 329-350.
15. Hedgcock, J. and N. Lefkowitz. 1996. Some input on input: Two analyses of student response to expert feedback in L2 writing. Modern Language Journal 80(3), 287-308.
16. Hyland, K. 1999. Academic attribution: Citation and the construction of disciplinary knowledge. Applied Linguistics 20(3), 341-367.
17. Jun, Z. 2008. A comprehensive review of studies on second language writing. HKBU Papers in Applied Language Studies 12(2), 89-123.
18. Kim, Y., B. Choi, S. Kang, B. Kim and H. Yun. 2020. Comparing the effects of direct and indirect synchronous written corrective feedback: Learning outcomes and students’ perceptions. Foreign Language Annuals 53(1), 176-199.
19. Kim, Y. and S. Kang. 2020. Writing to make meaning through collaborative multimodal composing among Korean EFL learners: Writing processes, writing quality, and student perception. Computers and Composition 58, 102609.
20. Kuiken, F. and I. Vedder. 2008. Cognitive task complexity and written output in Italian and French as a foreign language. Journal of Second Language Writing 17(1), 48-60.
21. Lee, J. Y. 2017. Deep learning research trends analysis with ego centered topic citation analysis. Journal of the Korean Society for Information Mangament 34(4), 7-32.
22. Leki, I., A. Cumming. and T. Silva. 2008. A Synthesis of Research on Second Language Writing in English. Routledge.
23. Lockhart, C. and P. Ng. 1995. Analyzing talk in ESL peer response groups: Stances, functions, and content. Language Learning 45(4), 605-651.
24. Marion, L. S. E. Garfield., L. L. Hargens., L. A. Lievrouw., H. D. White and C. S. Wilson. 2003. Social network analysis and citation network analysis: Complementary approaches to the study of scientific communication. Proceedings of the American Society for Information Science and Technology 40(1), 486-487.
25. Naghdipour, B. 2016. English writing instruction in Iran: Implications for second language writing curriculum and pedagogy. Journal of Second Language Writing 32, 81-87.
26. Neumann, H. and K. McDonough. 2015. Exploring student interaction during collaborative prewriting discussions and its relationship to L2 writing. Journal of Second Language Writing 27, 84-104.
27. Nguyen, C. T. K. 2019. Overview of second and foreign language writing: Characteristics, perspectives, and pedagogical approaches. Journal of Asia TEFL 16(3), 1059-1068.
28. Parent, M. C., B. Moradi., A. S. Weis and S. Ouch. 2021. Mapping the terrain of Journal of Counseling Psychology: A citation network analysis. Journal of Counseling Psychology 68(4), 371-389.
29. Pelaez-Morales, C. 2017. L2 writing scholarship in JSLW: An updated report of research published between 1992 and 2015. Journal of Second Language Writing 38, 9-19.
30. Riazi, M., L. Shi and J. Haggerty. 2018. Analysis of the empirical research in the journal of second language writing at its 25th year (1992-2016). Journal of Second Language Writing 41, 41-54.
31. Rosvall, M. and C. T. Bergstrom. 2010. Mapping change in large networks. PLoS One 5(1), e8694.
32. Sasaki, M. 2004. A multiple-data analysis of the 3.5-year development of EFL student writers. Language Learning 54(3), 525-582.
33. Sasaki, M. 2007. Effects of study-abroad experiences on EFL writers: A multiple-data analysis. The Modern Language Journal 91(4), 602-620.
34. Van Eck., N. J. and L. Waltman. 2014. CitNetExplorer: A new software tool for analyzing and visualizing citation networks. Journal of Informetrics 8(4), 802-823.
35. Van Eck., N. J. and L. Waltman. 2017. Citation-based clustering of publications using CitNetExplorer and VOSviewer. Scientometrics 111, 1053-1070.
36. Wang, L. 2022. Effects of regulation on interaction pattern in web-based collaborative writing activity. Computer Assisted Language Learning. 35(1/2), 1-35.
37. White, E. 2019. (Re)visiting twenty-five years of writing assessment. Assessing Writing 42, 100419.
38. Yallop, R., P. Taremaa and D. Leijen. 2021. The affect and effect of asynchrnonous written feedback comments on the peer feedback process: An ethnographic case-study approach within one L2 English doctorate writing group. Journal of Writing Research. 12(3), 531-594.
39. Yoon, H. J. 2021. Interactions in EFL argumentative writing: Effects of topic, L1 background, and L2 proficiency on interactional metadiscourse. Reading and Writing 34, 705-725.
40. Yu, S. and I. Lee. 2016. Peer feedback in second language writing (2005-2014). Language Teaching 49(4), 461-493.
41. Yu, S., Y. Zheng, L. Jiang, C. Liu and Y. Xu. 2021. “I even feel annoyed and angry”: Teacher emotional experiences in giving feedback on student writing. Assessing Writing 48, 100528.
42. Zhang, T. 2021. The effect of highly focused versus mid-focused written corrective feedback on EFL learners’ explicit and implicit knowledge development. System 99, 102493.
43. Zheng, Y. and S. Yu. 2019. What has been assessed in writing and how? Empirical evidence from Assessing Writing (2000-2018). Assessing Writing 42, 100421.
44. Zhu, W. 2004 Faculty views on the importance of writing, the nature of academic writing, and teaching and responding to writing in the disciplines. Journal of Second Language Writing 13(1), 29-48.
45. Zimmerman, R. 2000. L2 writing: Subprocesses, a model of formulating and empirical findings. Learning and Instruction 10(1), 73-99.