A writing conference is a one-on-one consulting session aimed at improving academic papers of novice writers. Second language (L2) writers often meet with their tutors or teachers to plan and revise their papers. The meaningfulness of conferences has been widely studied in L2 writing research, examining text revision and participation changes (e.g., Ewert, 2009; Young & Miller, 2004). Not much attention has been paid to how learners reflect on their conferences and how such reflective activities influence their writing development. In general writing contexts, however, several researchers in educational psychology have claimed that reflection plays an important role for writers to decide how to utilize feedback in their ongoing and future writing (e.g., Van den Boom et al., 2007; Chularut & DeBacker, 2004). Among those, Zimmerman and Risemberg (1997) explained that conferences expose learners to a "strategic feedback loop," consisting of planning, performance, feedback, and reflection. To explore this loop further in L2 context, this paper studied L2 learners' post-conference reflection.
As part of a large research project, the researcher observed writing conferences with 33 pairs of L2 English learners and their tutors over a semester in a college-level English for Academic Purposes program in the United States. Conferences were video-recorded, and within one week after each session, playback interviews were held with each learner. Using transcripts of interview comments, a qualitative content analysis was conducted to explore themes and issues discussed. The analysis revealed that the learners felt they adjusted their revision plans and goals by negotiating feedback with their tutors, practiced various writing strategies, and learned additional strategies. The research process of talking with the researcher using video data also helped to decide how to participate in future conferences. Implications regarding the role of reflective activities in training L2 learners as effective users of writing conferences are presented.
References
Chularut, P., & DeBacker, T. K. (2004). The influence of concept mapping on achievement, self-regulation, and self-efficacy in students of English as a second language. Contemporary Educational Psychology, 29(3), 248–263.
Ewert, D. E. (2009). L2 writing conferences: Investigating teacher talk. Journal of Second Language Writing, 18(4), 251–269.
Van den Boom, G., Paas, F., & Van Merriënboer, J. J. G. (2007). Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes. Learning and Instruction, 17(5), 532–548.
Young, R. F., & Miller, E. R. (2004). Learning as changing participation: Discourse roles in ESL writing conferences. Modern Language Journal, 88(4), 519–535.
Zimmerman, B. J., & Risemberg, R. (1997). Self-regulatory dimensions of academic learning and motivation. In G. D. Phye (Ed.), Handbook of academic learning and motivation (pp. 105–125). San Diego, CA: Academic Press.
