language teaching

In this issue of Language Teaching we offer two articles, very different in nature and each of significance to the language teaching professional. In the first article Teresa O'Brien provides a comprehensive and critical overview of research into second language writing, examining both the processes and products of writing in detail and offering a pedagogically oriented research agenda for the future. The second article is a survey of resources: Alfonso Rizo Rodriguez focuses on lexicographical tools for advanced EFL learners, and explains the characteristics of the many products currently available. We continue to offer a broad range of abstracts, carefully selected from the increasing number of journals published in our field.

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Enhancing Second Language Writing Self-regulation Through Self-assessment and Peer-assessment: A Case of Iranian EFL Learners

International Journal of Applied Linguistics & English Literature ◽

10.7575/aiac.ijalel.v.8n.3p.110 ◽

2019 ◽

Vol 8 (3) ◽

pp. 110

Author(s):

Jalil Fathi ◽

Sara Mohebiniya ◽

Saeed Nourzadeh

Keyword(s):

Second Language ◽

Second Language Writing ◽

Peer Assessment ◽

Self Regulation ◽

L2 Writing ◽

The Self ◽

Self Assessment ◽

Efl Learners ◽

Language Writing ◽

Assessment Activities

The purpose of the present study was to investigate the effect of self-assessment and peer-assessment activities on second language (L2) writing self-regulation of Iranian English-as-a-foreign-language (EFL) learners. For this purpose, a sample of forty-six English major students from two intact classes at an Iranian Islamic Azad University were recruited as the participants of the present study. Then, the two classes were randomly assigned to a self-assessment group (N=22) and a peer-assessment group (N=24). The self-assessment group was instructed on the writing assessment criteria in order to self-assess their writing tasks and the peer-assessment group was trained on how to assess the writings of their peers. The treatment carried out for the self-assessment and peer-assessment groups lasted for a period of one university semester. The data was collected through Second Language Writing Self-regulation (SLWS) administered as the pre-test and post-test of the study. The results obtained from the data analysis indicated that both self-assessment and peer-assessment were conducive in enhancing L2 writing self-regulation of the participants. Nevertheless, further analysis of the data indicated that the participants in the peer-assessment group were better than those in the self-assessment group with regard to writing self-regulation, suggesting that peer-assessment activities were more effective than the self-assessment activities in contributing to enhancing writing self-regulation of the EFL learners. The justification of the findings and their implications for L2 writing pedagogy are also discussed.

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Reading and writing

Language Teaching ◽

10.1017/s0261444804232001 ◽

2003 ◽

Vol 36 (4) ◽

pp. 271-275

Keyword(s):

Second Language ◽

Hong Kong ◽

New Jersey ◽

Second Language Writing ◽

Technical Writing ◽

Language Teaching ◽

Technology Enhanced Learning ◽

Teaching Research ◽

Language Writing ◽

L1 And L2

04–620 Akamatsu, Nobuhiko (Doshisha University, Japan; Email: [email protected].). The effects of first language orthographic features on second language reading in text. Language Learning (Michigan, USA), 53, 2 (2003), 207–231.04–621 Argamon, S., Koppel, M., Fine, J. and Shimoni, A. R. (Department of computer Science at the Illinois Institute of Technology. Email: [email protected]). Gender, genre and writing style in formal written texts. Text (Berlin, Germany), 23, 3 (2003), 321–346.04–622 Dreyer, Carisma and Nel, Charl (Potchefstroom U., South Africa; Email: [email protected]). Teaching reading strategies and reading comprehension within a technology-enhanced learning environment. System (Oxford, UK), 31, 3 (2003), 349–365.04–623 Fender, Michael (U. of Pittsburg, PA., USA; Email: [email protected]). English word recognition and word integration skills of native Arabic- and Japanese-speaking learners of English as a second language. Applied Psycholinguistics (Cambridge, UK), 24, 2 (2003), 289–316.04–624 Flowerdew, L. (Hong Kong University of Science and Techology). A combined corpus and systemic-functional analysis of the problem-solution pattern in a student and professional corpus of technical writing. TESOL Quarterly (Alexandria, VA, USA), 37, 3 (2003), 489–511.04–625 Goswami, Usha (U. of Cambridge, UK), Ziegler, Johannes C., Dalton, Louise and Schneider, Woflgang. Nonword reading across orthographies: How flexible is the choice of reading units?Applied Psycholinguistics (Cambridge, UK), 24, 2 (2003), 235–248.04–626 Hinkel, Eli (Seattle University, USA; Email: [email protected]). Tense, aspect and the passive voice in L1 and L2 academic texts. Language Teaching Research (London, UK), 8, 1 (2004), 5.04–627 Hirose, Keiko (Aichi Prefectural University, Nagakute, Aichi, Japan; Email: [email protected]). Comparing L1 and L2 organizational patterns in the argumentative writing of Japanese EFL students. Journal of Second Language Writing (New Jersey, USA), 12 (2003), 181–209.04–628 Lee, Miranda Y. P. (Hong Kong Polytechnic University of Hong Kong; Email: [email protected]). Discourse structure and rhetoric of English narratives: differences between native English and Chinese non-native English writers. Text (Berlin, Germany) 23, 3 (2003), 347–368.04–629 Matsuda, Paul K. (University of New Hampshire, USA; Email: [email protected]), Canagarajah, A. Suresh, Harklau, L., Hyland, K. and Warshauer, Mark. Changing currents in second language writing research: a colloquium. Journal of Second Language Writing (New Jersey, USA), 12 (2003), 151–179.04–630 Moreno, Ana (Universidad de Leon, Spain; Email: [email protected]). Matching theoretical descriptions of discourse and practical applications to teaching: the case of causal metatext. English for Specific Purposes (Amsterdam, The Netherlands), 22, 3 (2003), 265–295.04–631 Ramanathan, Vaidehi (University of California, Davis, USA; Email: [email protected]). Written textual production and consumption (WTPC) in vernacular and English-medium settings in Gujarat, India. Journal of Second Language Writing (Ann Arbor, USA), 12 (2003), 125–150.04–632 Rasinski, Timothy V. (Kent State U., USA) and Hoffman, James V. (U. of Texas, Austin, USA). Oral reading in the school literacy curriculum. Reading Research Quarterly (Newark, DE, USA), 38, 4 (2003), 510–522.04–633 Saito, Hidetoshi and Fujita, Tomoko (Hokusei Gakuen University, Japan; Email: [email protected]). Characteristics and user acceptance of peer rating in EFL writing classrooms. Language Teaching Research (London, UK), 8, 1 (2003), 31–54.04–634 Steinman, Linda (Seneca College, Toronto, Canada). Cultural collisions in L2 academic writing. TESL Canada Journal (Burnaby, B.C., Canada), 20, 2 (2003), 80–91.04–635 Zareva, Alla (University of Georgia Athens Georgia.) Transfer effects on the process of L2 reading and comprehension. Literacy Across Cultures (Fukui, Japan), 6 (2003), 25–34.

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Reading and writing

Language Teaching ◽

10.1017/s0261444803231955 ◽

2003 ◽

Vol 36 (3) ◽

pp. 215-219

Keyword(s):

New York ◽

Second Language ◽

British Journal ◽

New Zealand ◽

Foreign Language ◽

Second Language Writing ◽

Applied Linguistics ◽

Communication Disorders ◽

Efl Learners ◽

Language Writing

03–496 Basil, C. (Universitat de Barcelona, Spain) and Reyes, S. Acquisition of literacy skills by children with severe disability. Child Language Teaching and Therapy (London, UK), 19, 1 (2003), 27–48.03–497 Bimmell, Peter (Universiteit van Amsterdam, Holland). Strategisch lesen lernen in der Fremdsprache. [Learning to read strategically in a foreign language.] Zeitschrift für Fremdsprachenforschung (Berlin, Germany), 13, 1 (2002), 113–141.03–498 Casanave, C. P. (Teachers College Columbia, Japan); Email: [email protected]). Multiple uses of Applied Linguistics literature in a multidisciplinary graduate EAP class. ELT Journal, 57, 1 (2003), 43–50.03–499 Cheng, Yuh-show (National Taiwan Normal U.). Factors associated with foreign language writing anxiety. Foreign Language Annals (New York, USA), 33, 5 (2002), 647–656.03–500 Cotterall, S. (Email: [email protected]) and Cohen, R. (Victoria University of Wellington, New Zealand). Scaffolding for second language writers: producing an academic essay. ELT Journal, 57, 2 (2003), 158–166.03–501 de Serres, Linda (U. of Trois-Rivières, Québec, Canada). Stratégies de lecture en français L1 et en anglais L2 chez des universitaires diplômés: aspects quantitatifs. [Reading strategies in graduate university students with L1 French and L2 English: quantitative aspects.] The Canadian Journal of Applied Linguistics, 6, 1 (2003), 31–51.03–502 Droop, Mienke and Verhoeven, Ludo (U. of Nijmegen, NL). Language proficiency and reading ability in first- and second-language learners. Reading Research Quarterly (Newark, USA), 38, 1 (2003), 78–103.03–503 Gillon, Gail T. (U. of Canterbury, New Zealand; Email: [email protected]). Follow-up study investigating the benefits of phonological awareness intervention for children with spoken language impairment. International Journal of Language and Communication Disorders (London, UK), 37, 4 (2002), 381–400.03–504 Gu, Peter Yongqi (Nanyang Technological University). Fine Brush and Freehand: The Vocabulary-Learning Art of Two Successful Chinese EFL learners. TESOL Quarterly, 37, 1 (2003), 73–104.03–505 Kamhi-Stein, Lía D. (California State University, USA). Reading in Two Languages: How Attitudes Toward Home Language and Beliefs About Reading Affect the Behaviors of “Underprepared” L2 College Readers. TESOL Quarterly, 37, 1 (2003), 35–71.03–506 Mahfoudhi, Abdessatar (U. Ottawa, Canada). Writing processes of EFL students in argumentative essays: a case study. ITL Review of Applied Linguistics (Leuven, Belgium), 139–140 (2003), 153–190.03–507 Martin, Michelle E. and Byrne, Brian (U. of New England, NSW, Australia). Teaching children to recognise rhyme does not directly promote phonemic awareness. British Journal of Educational Psychology (Leicester, UK), 72 (2002), 561–572.03–508 Miller, Carol (U. of Birmingham, UK; Email: [email protected]), Lacey, Penny and Layton, Lyn. Including children with special educational needs in the Literacy Hour: a continuing challenge. British Journal of Special Education (Oxford, UK), 30, 1 (2003), 13–20.03–509 Schoonen, R. (U. of Amsterdam, NL), Gelderen, A.v., Glopper, K.d., Hulstijn, J., Simis, A., Snellings, P. and Stevenson, M. First Language and Second Language Writing: The Role of Linguistic Knowledge, Speed of Processing, and Metacognitive Knowledge. Language Learning (Clevdon, UK), 53, 1 (2003), 165–202.03–510 Suh, Jae-Suk (Keimyung U.). Effectiveness of CALL writing instruction: The voices of Korean EFL learners. Foreign Language Annals (New York, USA), 35, 6 (2002), 669–679.03–511 Taylor, M. E. (University of the West Indies, Jamaica). Using collateral material to improve writing performance. ELT Journal, 57, 2 (2003), 149–157.03–512 Wall, Kate (U. of Newcastle upon Tyne, UK; Email: [email protected]). Pupils with special needs and the National Literacy Strategy: an analysis of the literature. Support for Learning (Oxford, UK), 18, 1 (2003), 35–41.03–513 Wenyu Wang (Nanjing U., China; Email: [email protected]) and Qiufang Wen. L1 use in the L2 composing process: An exploratory study of 16 Chinese EFL writers. Journal of Second Language Writing (Orlando, FL, USA), 11 (2002), 225–246.