Effects of written languaging on second language learning: Mediating roles of aptitude

Languaging—that is, using language to mediate thinking, orally or in writing—facilitates second (L2) learning. As languaging requires the deliberate, analytical action of L2 learners, learners with higher aptitude are likely benefit more from than those lower aptitude. Thus, this study investigated extent which mediates effects written (WL) on Pre-intermediate Japanese university students were assigned +WL ?WL groups. The group was instructed compare their composition model text and explain, writing, use articles (i.e., WL). In contrast, copied 3 times. Examination association between scores tests LLAMA, Language Aptitude Battery for Japanese, Modern Test) gain assessment (pre-, post-, delayed posttests) revealed that half correlations significant 2 test types group. However, no such found WL might have benefitted participants by facilitating noticing reflecting linguistic issues, regardless profiles. We argue may be a influential factor