@article{oai:kinjo.repo.nii.ac.jp:00001015,
 author = {Baba, Kyoko and 馬場, 今日子},
 issue = {1},
 journal = {金城学院大学論集. 社会科学編, Treatises and Studies by the Faculty of Kinjo Gakuin University. Studies in Social Sciences},
 month = {Sep},
 note = {This exploratory study investigated the developmental trajectories of the L2 writing fluency of university students when the same task procedure was repeatedly used in an actual classroom throughout an academic year, and searched for factors that might have contributed to the different patterns of trajectories. The participants of the study were 105 freshmen in five university classes. They wrote a narrative composition on a chosen topic for 10 minutes along with reflective writing in L1. IGC modeling revealed that the students’ writing fluency did change with repetition, with a slope of about +0.6. In addition, their initial writing fluency and rate of change varied significantly from person to person, and the relationship between them was weak（i.e., those who showed high fluency at first did not always develop at a great rate, and vice versa）. A cluster analysis classified two groups of different trajectories: upward and stagnant. It was shown that the best predictor of the two groups was the quality of reflective writing in L1. Case studies further identified possible contributing factors to the distinction of the two groups, such as abilities to devise effective writing strategies and to develop and elaborate a story.},
 pages = {96--116},
 title = {Dynamic patters of developmental trajectories of writing fluency from a complex dynamic systems perspective : An exploratory study},
 volume = {15},
 year = {2018}
}