Review-reported experiment found output performed noticing and hypothesis-testing functions but no apparent metalinguistic function in L2 writing¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2018 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? The article reports, citing Zhao Ping's experiment with 35 sophomores and four writing tasks, that output performed noticing and hypothesis-testing functions but showed no apparent metalinguistic function in second language writing. → Honglan Wei 2018

Evidence¶

Honglan Wei 2018¶

Honglan Wei. (2018). Implication of Output Hypothesis on Teaching College English Writing ------Based on an interview in JiangXi Normal University. World Journal of Education, 8(5). https://doi.org/10.5430/wje.v8n5p198

q2 · i? · qualitative · r2

The article attributes this to Zhao Ping's empirical study at East China Shipbuilding Institute, an experiment with 35 sophomores and four writing tasks, with composition analysis and process research on two subjects. The design is described only as the article describes it.

"Zhao found evidence to support that in the process of learners' second language writing, output did perform its functions of both the noticing and the hypothesis-testing, but no apparent meta-linguistic function."

Studies bearing on this claim¶

Does writing in the second language make learners notice gaps in their own language, which gaps do they notice, and does comparing with a model help them close them? This table gathers the studies behind this claim and the 9 narrower claims that bear on it: 3 distinct studies (3 qualitative), q1–q2, 0 of 3 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Related Claims¶

• While producing L2 paragraphs, an EFL learner's self-noticed problems were overwhelmingly lexical (about 79%) rather than grammatical (about 21%) — related
• Rewriting after noticing gaps and comparing to models produced modified output that solved more lexical gaps than grammatical problems — related
• Comparing original texts to model paragraphs prompted noticing that was again focused on lexical features — related
• Learners resolve grammar-related noticing with intuition, reasoning, rephrasing and explicit rules rather than external resources — related
• Lexical LREs dominate grammar-related LREs in young learners' L2 writing noticing — related
• Notetaking as a feedback tool facilitates resolution of lexical problems but leaves grammatical problems unresolved, suggesting reformulation as an alternative — related
• Syntactical noticing focuses mainly on sentence length and ways of connecting clauses — related
• Learners' grammar noticing centers more on syntax than morphology, with syntax issues encountered by all participants — related
• Morphological noticing focuses mainly on verb forms, especially modals, and on preposition choice — related