Introduction
The article investigates individual differences in the second language, L2, writing process, and the written outcome. While there is sufficient research evidence regarding the role of individual differences on speech acquisition, the area of the writing process and the written product has been largely overlooked. The author focuses on the effect of specific factors like cognition, short phonological memory, and motivation on L2 learning (Kormos, 2012). The research intends to bridge the knowledge gap regarding the influence of the distinct factors on the writing process in second language learners. The article sheds light on leveraging these differences to improve learners’ writing skills and offers new directions on how instructors can enhance the factors’ interaction to enhance second language acquisition.
Identification
Learning a second language has become significant because it facilitates communication within the increasingly culturally diverse population. Acquiring a second language requires instructions and a structured learning method. However, factors such as the learning environment, individual characteristics, and type of instruction influence the learning outcomes can affect the learning process. Therefore, it is imperative that stakeholders, including the instructors, curriculum developers, and students, recognize the implications of these factors. Kormos (2012) acknowledges that individual factors like motivation, cognition, and short phonological memory can affect the L2 writing process and the written content. The author focuses on the writing process of L2 learning.
The study’s primary purpose is to investigate the role of the individual factors on the L2 writing process and measure these effects based on the quality of the written content. The researcher hypothesizes that the complexity of the writing process influences a learner’s strategy of acquiring a second language successfully. Kormos’s (2012) main argument is that research evidence regarding the role of individual factors on the L2 writing process largely lacks in the academic discipline. Therefore, this research intends to bridge this gap and offer pertinent insights on leveraging the knowledge to improve L2 learners’ writing process and quality of written content.
Evaluation
The argument is convincing because the researcher adheres to the rigor of the chosen type of study and offers scientific and empirical evidence to support the claims. Kormos (2012) hypothesizes that individual factors are essential in the L2 writing process and content creation. However, evidence about the significance of the factors lacks in the academic arena. Consequently, learners and instructors lack a framework to base their learning and teaching process in L2. Kormos (2012) emphasizes the importance of individual factors in achieving optimal L2 writing skills and acknowledges that each learner has a different capacity to learn second languages. Therefore, the argument is convincing because the author provides factual information and proven statistics to support the study’s hypothesis and assumptions.
The article is applicable in second language acquisition, which is common in most modern schools worldwide. L2 learning prepares students for the diverse cultures they interact with at school and later in their professional fields. However, L2 learning’s primary focus is speech, which has left a significant gap in knowledge regarding the L2 writing process. Kormos (2012) establishes the importance of achieving good L2 writing skills, underpins the significance of individual factors such as cognition and motivation in attaining the skills, and proposes directions that instructors and learners can take to optimize the L2 learning process. This information is vital to students who wish to improve their writing skills in L2. The article is also valuable for lecturers who want to improve their instructions in L2 to achieve maximum outcomes in imparting writing skills knowledge among their students. Other stakeholders like curriculum developers can benefit from the article’s recommendations on leveraging individual factors to achieve better writing outcomes in second language learning.
The article offers a comprehensive comparison between its findings and other researches and theories. Kormos (2012) bases the importance of short phonological memory on Baddeley and Hitch’s working memory model. The framework adopts a more dynamic approach to the working memory’s storage function. According to the model, the working memory function and its processing capacity are essential in achieving optimum writing skills in second language learning. Therefore, the new working memory model offers a better structure for understanding the complexity of the writing process than the previously existing theories.
The researcher also analyzes previous research findings and discovers the knowledge gap regarding the role of individual factors in achieving writing prowess in L2 learning. For example, Kormos (2012) also highlights Gardner and Lambert’s pioneering work in L2 language acquisition in Canada and notes that the research does not focus on individual factors and their roles in L2 writing. Therefore, the article offers groundbreaking information on the topic while setting the ground for future research.
Response
The researcher articulates the topic within the proper context well, leaving the reader satisfied with the findings. Kormos (2012) also uses standard language that makes it easier for non-experts in this sector to understand the claims in the research. The article is also categorized into subsections that act as the roadmaps to different thoughts and ideas. Supporting the ideas with scientific and empirical evidence enhances the validity of the article. Therefore, I would utilize the results in practice to improve the L2 writing process because the article’s information is reliable and applicable to my field.
The article’s primary strength is its generalizability. The findings apply to a larger population that bears similar characteristics. The report also offers an in-depth analysis of the topic, offering useful discernments that had not been previously explored. Applying the article findings does not require significant alterations to the curriculum or the learning process. However, it is essential to look out for weaknesses that may affect the generalization of the findings. For example, the author offers numerous personal perspectives and advice regarding the topic. Although Kormos (2012) substantiates his claims with scientific evidence, it is crucial to practice caution when applying the findings to settings. Expert opinions rate the lowest on the Level of Evidence framework.
The article raises important issues about the role of individual factors in the L2 writing process. Kormos (2012) also offers pertinent insights into how instructors and learners can optimize individual elements to overcome common challenges in L2 learning. The research also highlights how students can achieve specific aspects of writing like coherence, accuracy, and cohesion based on individual factors like cognition and phonological working memory. Notably, the article avoids exploring learning dynamics that may compromise the individual elements and affect the learning process. For example, the learning instructions and curriculum may have positive or negative implications on a learner’s language acquisition process. Future research should focus on how the individual factors interact with other factors like the environment to influence the L2 writing process.
Conclusion
A variety of factors influence L2 acquisition, including individual factors like motivation, cognition, and phonological short memory. While the existing research evidence shows that these factors have a positive influence on L2 speech and writing, there is little literature regarding the effect of the same on L2 writing. The author observes that motivation, phonological short memory, and cognition influence a learner’s rate of acquiring L2 writing skills. These findings offer vital insights on how teachers and learners can leverage these factors to enhance L2 writing skills.
Reference
Kormos, J. (2012). The role of individual differences in L2 writing. Journal of Second Language Writing, 21(4), 390-403. Web.