Gary Fogal

Sophia University · Department of Liberal Arts

This work provides a chronological and thematic account of empirical studies and position papers on second language (L2) writing scholarship from a complex dynamic systems theory (CDST) perspective. As a theoretical framework, CDST was formally introduced into applied linguistics research by Diane Larsen-Freeman in 1994 (Larsen-Freeman, 1994). Howe...

International Journal of Complexity in Education. Research interest in Shakespeare studies in mainstream English literature classrooms is a constant (Keilen & Moschovakis, 2017). However, outside limited geographic regions of study (e.g., Germany), little is known about how Shakespeare is used to aid second language (L2) development-despite the ub...

This work examines how system mapping, an established exploratory and analytic technique grounded in complex dynamic systems theory, can operate as a heuristic to increase learners’ language awareness (LA) and develop their L2 writing proficiency. Accordingly, this study addresses repeated calls in the instructed SLA literature for effective resear...

Recent reviews of the L2 collaborative writing (CW) literature have highlighted a propensity for researchers to rely on learner and task-related variables to explore CW phenomena. However, this focus limits how scholars conceptualize CW by overlooking the wider educational context that accompanies CW activities and how writers orient to said spaces...

The study of Shakespeare in secondary school literature classes remains a global phenomenon across L2 contexts. Understanding said spaces is important, as the study of Shakespeare is known to expand learner knowledge of normative conventions of academic literacy – this, in service of building the cultural and linguistic capital necessary for learne...

This work is a book review of: A dynamic systems theory perspective on L2 writing development, Li Shaopeng, Routledge (2022), p. 206, Hardback: US $160.00; E-book: US $36.71

The claim that educational contexts are dynamic, complex spaces is hardly a novel one. Yet, to date limited explicit treatment in the literature engages L2 classrooms as such. This paucity is partially explained by methodological concerns with investigating diverse and contextually dense places in ways that capture the richness of these environment...

The present study, framed by complex dynamic systems theory (de Bot et al., 2007; Larsen-Freeman & Cameron, 2008), explores the relationship between co-adaptation and journaling. Primarily viewed as a theoretical, explanatory mechanism, co-adaptation—a process describing how components of a dynamic system (e.g., a classroom) interact and reorganize...

The claim that educational contexts are dynamic, complex spaces is hardly a novel one. Yet, to date limited explicit treatment in the literature engages L2 classrooms as such. This paucity is partially explained by methodological concerns with investigating diverse and contextually dense places in ways that capture the richness of these environment...

Applying a complex dynamic systems view of writing development, this study explored how developmental variability can contribute to conceptualizing changes in L2 writing. Forty-two writing samples were collected from one Thai university student in Thailand studying actuary science in English. The writing samples were composed over four years and we...

This volume integrates complex dynamic systems theory (CDST) and L2 writing scholarship through a collection of in-depth studies and commentary across a range of writing constructs, learning contexts, and second and foreign languages. The text is arranged thematically across four topics: (i) perspectives on complexity, accuracy, and fluency, (ii) n...

Following on Byrnes’ call (2018; this volume) to widen the scope of a complex dynamic systems theory (CDST) view of L2 writing, this chapter explores writing beyond the level of developmental processes. To do so, this work operationalizes ‘simplex systems’ (van Geert & Steenbeek, 2014) through an exploratory case study that examines how stakeholder...

Research into written corrective feedback (WCF) has been dominated by cognitive and sociocultural orientations to understanding L2 writing development. While a cognitive approach focuses on learners’ attention to, and their cognitive processes informed by WCF, sociocultural theory focuses on social interaction as a cornerstone of learning. Together...

Numerous publications have examined the impact studying literature has had on L2 development across modes, including its usefulness for advancing language awareness (Lin 2010), academic writing (Fogal 2019), reading comprehension (Paesani 2006), and general academic performance (Badran 2012). However, limited studies—and with varying results—have e...

Engaging a complexity theory view of learning, this study examined an atypical timescale for tracking L2 authorial voice development through the interaction of cognitive processes that inform voice construction. A microgenetic analysis of seven adult Japanese learners of English in a three-week writing course designed to help students develop their...

Limited studies have explored how second language (L2) instructors develop pedagogical content knowledge of concept-based instruction (CBI). To address this issue the present work described how one L2 writing instructor developed, utilized and transformed his CBI pedagogical content knowledge in one learning-to-write context. A thematic analysis of...

This empirical study examines how English for Academic Purposes (EAP) university classes in Japan and South Korea approach second language (L2), genre-based writing studies and how students (n=71) perceive their studies in light of recent trends in genre theory pedagogy and methodology. A questionnaire and semi-structured interviews were used to co...

This article examines the efficacy of pedagogical stylistics as a learning tool for developing second or foreign language proficiency. Pedagogical stylistics - an instrument for investigating the linguistic, sociocultural and dialogic features inherent in literary and non-literary texts - has often been criticized for relying too heavily on intuiti...

TED (Technology Entertainment Design), a collection of regularly updated talks, offers a web-based platform that is easily accessible. This platform affords language learners across multiple proficiency levels an opportunity to develop autonomy and critical thinking skills alongside their second language (L2) development. With an international comm...

Research indicates that authentic literature is more frequently finding itself placed on university and college English as a Foreign Language syllabi. This paper examines this growing pedagogical trend. As Paran (2008) notes, enough conclusive evidence that specifically analyzes student reaction to how literature is incorporated in the classroom is...