In L2 English education, writing proficiency is often less prioritized than speaking skills, even though it is crucial in academic and professional settings. This study, derived from a larger study by Anuar (2020), investigates the complex nature of L2 writing in a typical second language English classroom. It examines how metalinguistic awareness influences how learners shape their writing and their views and attitudes towards writing. The study employed two types of writing conversations: 1) tasks designed to gauge learners’ metalinguistic knowledge of writing; 2) open-ended questions to explore their views and beliefs about good quality writing. Results showed that while learners could identify some grammatical features, it was evident that they did not apply their linguistic knowledge in their writing. Although they could produce well-written essays, they believed that good writing is primarily about using ‘perfect grammar’, with little emphasis on applying grammatical knowledge to enhance communication. This means that when writing, learners’ grammar knowledge often exists in isolation. Additionally, the writing conversations revealed no evidence of discussions about linguistic choices in achieving rhetorical goals. While many prior studies suggest that explicit grammar knowledge improves writing accuracy, this study proposes that L2 writing instruction should also involve using this knowledge to encourage discussions on shaping writing beyond mere technical accuracy.

Authors:
Nur Najla Zainal Anuar, Rabdan Academy, United Arab Emirates

About the Presenter(s)
Dr Nur Najla Zainal Anuar is a University Assistant Professor/Lecturer at Rabdan Academy in United Arab Emirates

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