Examining the effect of written languaging: the role of metanotes as a mediator of second language learning

Abstract

Using language (languaging) has been identified to contribute to second language (L2) learning. In this respect, it has been argued that research tools such as think-aloud and stimulated recall can also be learning tools and that they should be regarded as language learning processes. Compared with oral languaging, written languaging seems to have been less explored. In order to fill this gap, this paper examined the role of one such research tool, note taking. Specifically, the effect of ‘metanotes’, namely metatalk in a written modality, was investigated to identify whether written languaging actually facilitates language learning. Participants were instructed to take metanotes as they performed a translation task. The effect of metanotes was then analysed by comparing the results of these participants’ pre- and post-tests with those of participants who performed the same task without taking metanotes. Moreover, the case study was conducted from the perspective of sociocultural theory of mind to gain an understanding of participants’ approach towards metanotes. This paper examined these results to explore the potential function of metanotes. Although the results were inconclusive, there was some indication that metanotes may have a positive impact on L2 learning.

Keywords:

• output
• languaging
• note taking
• metatalk
• metanotes

Acknowledgements

I would like to thank the anonymous reviewers and Wataru Suzuki for their extremely valuable comments and suggestions on the earlier draft of this paper. My sincere thanks also go to Keith Martin, Tomokazu Nakayama, and Yukako Hatakeyama for their encouragement and support. Any remaining errors are mine.

Notes

1. As one anonymous reviewer pointed out, further research should be conducted to explore if the effect of metanotes is contingent on learners’ proficiency levels and their ZPD.