@article{Pourdana_2023, title={An Output-oriented Approach to the Impact of Online Written Languaging on Form-Focused Writing Tasks}, volume={9}, url={https://jle.hse.ru/article/view/13801}, DOI={10.17323/jle.2023.13801}, abstractNote={<p><strong>Background.</strong> Despite the growing interest of second language acquisition (SLA) researchers in the languaging process, a few studies have been done on its dynamic attributes in various writing tasks.</p> <p><strong>Purpose.</strong> This study investigated how online written languaging (WL) might impact English-as-a-Foreign-Language (EFL) learners’ performance on form-focused writing tasks with production-based and comprehension-based output orientation in Google Docs, and how the output orientation of form-focused writing tasks could determine the WL attributes of quantity and focus.</p> <p><strong>Methods.</strong> To do so, 112 Iranian EFL university students were selected and assigned to four parallel groups. In an eight-week experiment, two groups worked on gap-filling tasks (production-based) and two groups on error-identification tasks (comprehension-based) in parallel ±WL conditions.</p> <p><strong>Results.</strong> Statistical analysis indicated a significant interaction between task output orientation and WL production. So, on both production-based and comprehension-based tasks, the +WL groups outperformed the ˗WL groups. Moreover, in the +WL condition, the task output orientation determined the quantity of WL episodes, but not their focus on grammar (G-WL) and lexis (L-WL) in production-based and comprehension-based tasks. As such, the +WL group who completed the production-based tasks produced much more WL episodes than the +WL group who completed the comprehension-based tasks. Yet, both groups equally produced more L-WL episodes than G-WL episodes.</p> <p><strong>С</strong><strong>onclusion.</strong> The study had several implications for language teachers to maximize learning opportunities by teaching <em>how to language</em> in various writing tasks on online platforms. The L2 teachers are also recommended to adopt an alternative approach to translation as a form-focused writing task.</p&gt;}, number={1}, journal={Journal of Language and Education}, author={Pourdana, Natasha}, year={2023}, month={Mar.}, pages={112-127} }