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Translanguaging optimizes the developmental trajectory of beginning-level L2 writing: A sequence analysis study with an experimental design
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DOI：10.1016/j.system.2026.104114.png)
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Abstract
En 中文
Current research in language education predominantly relies on static, cross-sectional assessments, which provide limited insight into the dynamic processes underlying skill development. As an approach to longitudinal data analysis, sequence analysis offers a novel lens for unpacking the developmental “black box” of second language (L2) writing. This study employed sequence analysis to examine the developmental trajectories of L2 writing under a translanguaging intervention. Based on data from a one-semester intervention, dynamic sequences [State 1 → State 2 → State 3 → State 4] were constructed from four consecutive writing tasks completed by an experimental group (n = 125) and a control group (n = 129). Multiple sequence analysis techniques, including state distribution plots, sequence index plots, transversal entropy plots, and state transition matrices, were utilized for visual comparison. Four distinct types of developmental trajectory were identified, and typical trajectories were delineated for each cluster. The results indicated that translanguaging can optimize the developmental trajectories of beginning-level L2 writing. This study offers a dynamic, sequence-based analytical framework for investigating the mechanisms underlying language proficiency development.
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