Technology-Mediated Writing: Exploring Incoming Graduate Students’ L2 Writing Strategies with Activity Theory

Abstract

Abstract Despite the sizable body of research investigating L2 learners’ technology use and/or digital composition practices, scholars have noted that such studies have been predominately researcher-led intervention studies as opposed to descriptive, qualitative accounts that investigate learner-initiated technology use. To better understand existing learner practices surrounding digital composition, this study uses a case study design to explore two, Chinese L2 English writers as they compose assignments during their first semesters as doctoral students in an Applied Linguistics and Teacher Education program, respectively. An Activity Theory (Engestrom, 1987, 1999) framework is utilized to investigate students’ writing strategies in general, but particular emphasis is given to writers’ personal, artifact/tool-mediated uses of technology to assist in their writing. Data sources consist of: artifacts such as course syllabi and students’ writings; process logs; screen-recordings of students’ real-time writing; and also, semi-structured interviews and stimulated recalls. Findings show that students’ writing processes were influenced by numerous factors, which were rule-, community-, and artifact-mediated. The artifact-mediated strategies are discussed in relation to three categories that emerged from the data, including: (1) multimodal strategies; (2) tool-mediated strategies for content development; and (3) tool-mediated strategies for language development. Pedagogical implications of writerso artifact-mediated strategies involving technological tools are discussed.