Discovery of ideas in second language writing task environment

System ◽  
2013 ◽  
Vol 41 (3) ◽  
pp. 529-542 ◽  
Author(s):  
Justina Ong
Keyword(s):  
Second Language ◽  
Second Language Writing ◽  
Task Environment ◽  
Language Writing ◽  
Writing Task

scholarly journals Performing Argumentative Writing in English: Difficulties, Processes, and Strategies

2001 ◽  
Vol 19 (1) ◽  
pp. 34 ◽  
Author(s):  
Wei Zhu
Keyword(s):  
Second Language ◽  
Data Analysis ◽  
Language Learners ◽  
Academic Writing ◽  
Second Language Writing ◽  
Second Language Learners ◽  
Argumentative Writing ◽  
Individual Interviews ◽  
Language Writing ◽  
Writing Task

Argumentative writing constitutes an important part of second-language learners' academic writing experience in North America. This study examined the difficulties a group of Mexican graduate students encountered when engaged in an argumentative writing task as well as their writing processes and strategies. Data were collected from individual interviews with the participants and from participants' written essays. Data analysis indicated that most participants perceived the rhetorical aspects of English argumentative writing as difficult. Data analysis also indicated that participants mainly used cognitive, social, and search strategies, whereas metacognitive strategies were used infrequently. Potential implications of the study for second-language writing instruction are discussed.

scholarly journals Do Wikis Affect Grammatical Aspects of Second Language Writing

2011 ◽  
Vol 41 (1) ◽  
pp. 90-107
Author(s):  
Ulf Schuetze
Keyword(s):  
Second Language ◽  
Word Order ◽  
Second Language Writing ◽  
Control Group ◽  
First Year ◽  
Writing Assignments ◽  
Complex Syntax ◽  
Language Class ◽  
Language Writing ◽  
Writing Task

This paper reports on a study that investigated the use of wikis in a first-year German as a second language class. The focus of the study was to analyze students’ use of grammar. Three classes of 24 students each participated in the study: one class using wikis and one class not using wikis to collaborate on two writing assignments; and one control group. Descriptive statistics as well as ANOVA were used to analyze the assignments as well as the writing components of two tests. Results showed the class using wikis benefited in their writing assignments regarding complex syntax (word order) but encountered problems with the same structures in a test. In addition, a short survey was carried out, asking students of the class using wikis about their experience, attitude and anxiety towards such a technology. Most students felt comfortable participating in a shared online writing task and thought that it helped their writing.

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