scholarly journals Reading and writing

2004 ◽  
Vol 37 (4) ◽  
pp. 275-279
Keyword(s):  
New York ◽  
Second Language ◽  
Hong Kong ◽  
Foreign Language ◽  
Educational Psychology ◽  
Second Language Writing ◽  
South Australia ◽  
English For Specific Purposes ◽  
Language And Literacy ◽  
Language Writing

04–517Armand, Françoise (U. de Montréal, Canada; Email: [email protected]), Lefrançoise, Pascale, Baron, Agnès, Gomez, Maria-Cécilia and Nuckle, Sylvie. Improving reading and writing learning in underprivileged pluri-ethnic settings. British Journal of Educational Psychology (Leicester, UK), 74 (2004), 437–459.04–518Cheng, Y-S. (National Taiwan Normal U., Taiwan; Email: [email protected]). A measure of second language writing anxiety: scale development and preliminary validation. Journal of Second Language Writing (New York, USA), 13, 4 (2004), 313–335.04–519de Jong, Maria T. and Bus, Adriana G. (Leiden U., Netherlands; Email: [email protected]). The efficacy of electronic books in fostering kindergarten children's emergent story understanding. Reading Research Quarterly (Newark, USA), 39, 4 (2004), 378–393.04–520Dunsmuir, Sandra (U. College London, UK; Email: [email protected]) and Blatchford, Peter. Predictors of writing competence in 4-to 7-year-old children. British Journal of Educational Psychology (Leicester, UK), 74 (2004), 461–483.04–521Forey, Gail (Hong Kong Polytechnic U.). Workplace texts: do they mean the same for teachers and business people?English for Specific Purposes (Oxford,UK), 23, 4 (2004), 447–469.04–522Harwood, Nigel and Hadley, Gregg (U. of Essex, UK). Pragmatism and the teaching of academic writing. English for Specific Purposes. (Oxford, UK), 23, 4 (2004), 355–379.04–523Heinz, Peter J. (Pikes Peak Community College, Colorado Springs, USA). Towards enhanced second language reading comprehension assessment: computerized versus manual scoring of written recall protocols. Reading in a Foreign Language (Hawai'i, USA), 16, 2 (2004), 97–124.04–524Huxford, L. (National Primary Strategy, England). Developing an understanding of the pedagogy of writing in the middle years (age 8–11). Australian Journal of Language and Literacy. (Norwood, South Australia), 27, 3 (2004), 234–244.04–525Hyland, Ken (Institute of Education, U. of London, UK; Email: [email protected]). Disciplinary interactions: metadiscourse in L2 postgraduate writing. Journal of Second Language Writing (New York, USA), 13, 2 (2004), 133–151.04–526Joh, Jeongsoon (Konkuk U., Korea; Email: [email protected]). Interactions among the reader, text and task variables in EFL reading comprehension performance. English Teaching (Anseonggun, Korea), 59, 3 (2004) 115–143.04–527Lee, Icy (Hong Kong Baptist U., China; Email: [email protected]). Error correction in L2 secondary writing classrooms: the case of Hong Kong. Journal of Second Language Writing (New York, USA), 13, 4 (2004), 285–312.04–528Makalela, Leketi (U. of Limpopo and Michigan State U.). Differential error types in second-language students' written and spoken texts: implications for instruction in writing. Written Communication (Thousand Oaks, CA, USA), 22, 4 (2004), 368–385.04–529McNaughton, S., Lai, M., MacDonald, S. and Farry, S. (Auckland U., Australia). Designing more effective teaching of comprehension in culturally and linguistically diverse classrooms in New Zealand. Australian Journal of Language and Literacy. (Norwood, South Australia), 27, 3 (2004), 184–197.04–530Moore, Tim (Monash U., Australia; Email: [email protected]) and Morton, Janne. Dimensions of difference: a comparison of university writing and IELTS writing. Journal of English for Academic Purposes (Oxford, UK), 4, 1 (2005), 43–66.04–531Taguchi, Etsuo (Daito Bunka U., Tokyo; Email: [email protected]), Takayasu-Maass, Miyoko and Gorsuch, Greta J. Developing reading fluency in EFL: How assisted repeated reading and extensive reading affect fluency development. Reading in a Foreign Language (Hawai'i, USA), 16, 2 (2004), 70–96.04–532Yoon, Hyunsook and Hirvela, Alan (The Ohio State U., USA; Email: [email protected]). ESL student attitudes toward corpus use in L2. Journal of Second Language Writing (New York, USA), 13, 4 (2004), 257–283.

Reading and writing

2004 ◽  
Vol 37 (1) ◽  
pp. 62-66
Keyword(s):  
New York ◽  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Writing ◽  
Applied Linguistics ◽  
Computer Assisted ◽  
Research Journal ◽  
Language Writing ◽  
British Educational Research Journal

04–64Andrews, Richard (U. of York, UK). Where next in research on ICT and literacies?English in Education (Sheffield, UK), 37, 3 (2003), 28–41.04–65Beard, Roger (Leeds U., UK; Email: [email protected]). Not the whole story of the national literacy strategy: a response to Dominic Wyse. British Educational Research Journal (London, UK), 29, 6 (2003), 917–928.04–66Bournot-Trites, M. and Seror, J. (University of British Columbia, Canada; Email: [email protected]). Students' and teachers' perceptions about strategies which promote proficiency in second language writing. Revue Canadienne de Linguistique Appliquée/Canadian Journal of Applied Linguistics (Ottawa, Canada), 6, 2 (2003), 129–157.04–67Gardner, Dee (Brigham Young University, USA). Vocabulary input through extensive reading: a comparison of words found in children's narrative and expository reading materials. Applied Linguistics (Oxford, UK), 25, 1 (2004), 1–37.04–68Hu, Jim (U. College of the Cariboo, Canada). Thinking languages in L2 writing: research findings and pedagogical implications. TESL Canada Journal/Revue du TESL Canada (Burnaby, Canada), 21, 1 (2003), 39–63.04–69Jarvis, Scott (Ohio University, USA; Email: [email protected]), Grant, Leslie, Bikowski, Dawn and Ferris, Dana. Exploring multiple profiles of highly rated learner compositions. Journal of Second Language Writing (New York, USA), 12, 4 (2003), 377–403.04–70Mihwa Chung, Teresa and Nation, Paul (Victoria University of Wellington, NZ). Technical vocabulary in specialised texts. Reading in a Foreign Language (Hawai'i, USA), 15, 2 (2003), 103–116.04–71Ndiaye, M. and Vandeventer Faltin, A. (University of Geneva, Switzerland; Email: [email protected]). A spell checker tailored to language learners. Computer Assisted Language Learning (Lisse, The Netherlands), 16, 2–3 (2003), 213–232.04–72Pecorari, Diane (Stockholm University, Sweden; Email: [email protected]). Good and original: Plagiarism and patchwriting in academic second-language writing. Journal of Second Language Writing (New York, USA), 12, 4 (2003), 317–345.04–73Ridgway, Tony (Queen's U., UK). Literacy and foreign language reading. Reading in a Foreign Language (Hawai'i, USA), 15, 2 (2003), 117–129.04–74Shi, L., Wang, W. and Wen, Q. (University of British Columbia, Canada; Email: [email protected]). Teaching experience and evaluation of second-language students' writing. Revue Canadienne de Linguistic Appliquée/Canadian Journal of Applied Linguistics (Ottawa, Canada), 6, 2 (2003), 219–236.04–75Stuart, Morag (U. of London; Email: [email protected]). Getting ready for reading: a follow-up study of inner city second language learners at the end of Key Stage 1. British Journal of Educational Psychology (Leicester, UK), 74 (2004), 15–36.04–76Stuart, Morag (U. of London, UK; Email: [email protected]), Dixon, Maureen, Masterson, Jackie and Gray, Bob. Children's early reading vocabulary: description and word frequency lists. British Journal of Educational Psychology (Leicester, UK), 73 (2003), 585–598.04–77Takagaki, Toshiyuki.The revision patterns and intentions in L1 and L2 by Japanese writers: a case study. TESL Canada Journal/Revue TESL du Canada (Burnaby, Canada), 21, 1 (2003), 22–38.04–78Van de Poel, K. and Swanepoel, P. (Centre for Language and Speech, University of Antwerp, Belgium; Email: [email protected]). Theoretical and methodological pluralism in designing effective lexical support for CALL. Computer Assisted Language Learning (Lisse, The Netherlands), 16, 2–3 (2003), 173–211.04–79Wang, Lurong (University of Toronto, Canada; Email: [email protected]). Switching to first language among writers with differing second-language proficiency. Journal of Second Language Writing (New York, USA), 12, 4 (2003), 347–375.04–80Warner, Lionel (Newlands Girls' School, Maidenhead, UK). Wider reading. English in Education (Sheffield, UK), 37, 3 (2003), 13–18.04–81Williams, Mary (Brunel U., UK). The importance of metacognition in the literacy development of young gifted and talented children. Gifted Education International (Bicester, UK), 17, 3 (2003).04–82Wyse, Dominic (Liverpool John Moores U., UK; Email: [email protected]). The national literacy strategy: a critical review of empirical evidence. British Educational Research Journal (London, UK), 29, 6 (2003), 903–916.

scholarly journals Reading and writing

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.

ANNOTATED BIBLIOGRAPHY OF SCHOLARSHIP IN SECOND LANGUAGE WRITING: 1993–1997. Tony Silva, Colleen Brice, and Melinda Reichelt. Westport, CT: Ablex, 1999. Pp. xii + 209. $73.95 cloth, $39.50 paper.

2001 ◽  
Vol 23 (3) ◽  
pp. 439-440
Author(s):  
Charlene G. Polio
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Second Language Writing ◽  
Annotated Bibliography ◽  
Journal Articles ◽  
Alphabetical Order ◽  
Language Writing

This annotated bibliography is a list of 676 journal articles, book chapters, dissertations, and ERIC documents related to the teaching and learning of second and foreign language writing. The list is a compilation of bibliographies published in the Journal of Second Language Writing during the years 1993–1997, with entries dating from 1991 to 1997. After a brief introduction, which includes the databases that were searched and the periodicals that were examined, the bibliography presents the entries in alphabetical order by author. Following an author index is a 23-page subject index to the entries.

scholarly journals Reading and writing

2004 ◽  
Vol 37 (2) ◽  
pp. 127-131
Keyword(s):  
New York ◽  
Hong Kong ◽  
New Zealand ◽  
Foreign Language ◽  
Academic Writing ◽  
Language Awareness ◽  
Language And Literacy ◽  
Reading Research ◽  
Language And Education

04–198Chandler-Olcott, Kelly and Mahar, Donna (Syracuse U., USA; Email: [email protected]). ‘Tech-savviness’ meets multiliteracies: exploring adolescent girls' technology-mediated literacy practices. Reading Research Quarterly (Newark, USA), 38, 3 (2003), 356–85.04–199Chung, Teresa Mihwa & Nation, Paul (Victoria U., New Zealand; Email: [email protected]). Identifying technical vocabulary. System (Oxford, UK), 32, 2 (2004), 251–63.04–200Ellis, Rod and Yuan, Fangyuan (U. of Auckland, New Zealand; Email: [email protected]). The effects of planning on fluency, complexity, and accuracy in L2 narrative writing. Studies in Second Language Acquisition (New York, USA) 26, 1 (2004), 59–84.04–201Gascoigne, Carolyn (U. of Nebraska-Omaha, USA). Examining the effect of feedback in beginning L2 composition. Foreign Language Annals (New York, USA), 37, 1 (2004) 71–76.04–202Hamston, J. and Love, K. Reading relationships: Parents, boys, and reading as cultural practice. Australian Journal of Language and Literacy (Adelaide, Australia), 26, 3 (2003), 44–57.04–203Hobbs, Renee and Frost, Richard (Babson College, USA). Measuring the acquisition of media-literacy skills. Reading Research Quarterly (Newark, USA), 38, 3 (2003), 330–55.04–204Huang, Jingzi (Monmouth University, USA; Email: [email protected]). Socialising ESL students into the discourse of school science through academic writing. Language and Education (Clevedon, UK), 18, 2 (2004), 97–123.04–205Johnston, Brenda (U. of Southampton, UK; Email: [email protected]). Teaching and researching critical academic writing: scrutiny of an action research process. Educational Action Research (Oxford, UK), 11, 3 (2003), 365–87.04–206Kamler, B. (Deakin University, Australia). Relocating the writer's voice – from voice to story and beyond. English in Australia (Norwood, Australia), 138 (2003), 34–40.04–207Kim, Hae-Ri (Kyungil U., South Korea; Email: [email protected]). Dialogue journal writing through a literature-based approach in an EFL setting. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 293–318.04–208Kim, Myonghee (Indiana University, USA; Email: [email protected]). Literature discussions in adult L2 learning. Language and Education (Clevedon, UK), 18, 2 (2004), 145–66.04–209Lee, Icy (Hong Kong Baptist U., Hong Kong; Email: [email protected]). L2 writing teachers' perspectives, practices and problems regarding error feedback. Assessing Writing (New York, USA), 8, 3 (2003), 216–37.04–210Lindgren, Eva (Email: [email protected]) and Sullivan, Kirk P. H. Stimulated recall as a trigger for increasing noticing and language awareness in the L2 writing classroom: a case study of two young female writers. Language Awareness (Clevedon, UK), 12, 3&4 (2003), 172–86.04–211Luke, A. (U. of Queensland, Australia/National Institute of Education, Singapore). Making literacy policy and practice with a difference. Australian Journal of Language and Literacy. (Adelaide, Australia), 26, 3 (2003), 58–82.04–212Mission, R. (U. of Melbourne, Australia). Imagining the self: the individual imagination in the English classroom. English in Australia (Norwood, Australia) 138 (2003), 24–33.04–213Morris, Darrell, Bloodgood, Janet W., Lomax, Richard G. and Perney, Jan (Appalachian State U., USA). Developmental steps in learning to read: a longitudinal study in kindergarten and first grade. Reading Research Quarterly (Newark, USA), 38, 3 (2003), 302–28.04–214Ryu, Hoyeol (Hankyong National University, Korea; Email: [email protected]). Process approach to writing in the post-process era: A case study of two college students' writing processes. English Teaching (Anseonggun, Korea), 58, 3 (2003), 123–42.04–215Shen, Helen H. (University of Iowa, USA; Email: [email protected]). Level of cognitive processing: effects on character learning among non-native learners of Chinese as a foreign language. Language and Education (Clevedon, UK), 18, 2 (2004), 167–82.04–216Shi, Ling (U. of British Columbia, Canada). Textual borrowing in second-language writing. Written Communication (Thousand Oaks, California, USA), 21, 2 (2004), 171–200.04–217Spence, Lucy K. (Arizona State University, USA). Stepping out of the conversation: giving students a space to co-construct writing. Bilingual Research Journal (Arizona, USA), 27, 3 (2003), 523–32.

Peer Feedback on Second Language Writing through Blogs

2012 ◽  
Vol 2 (1) ◽  
pp. 13-23 ◽  
Author(s):  
Phuong Thi Tuyet Nguyen
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Second Language Writing ◽  
Teaching Practice ◽  
Student Responses ◽  
Peer Revision ◽  
Positive Attitudes ◽  
Language Writing ◽  
Students First ◽  
Efl Students

This study explores how Vietnamese EFL students view blogs as tools with which to practise writing, examines whether student comments assist in peer revision, and evaluates whether peer comments result in substantive revisions of written drafts. Participants in this study included 11 students in an English-as-a-Foreign-Language (EFL) classroom in Vietnam. Data collected included students’ first and final drafts for two writing topics, comments posted online, and student responses to a questionnaire. Student responses to the questionnaire were analysed and their comments were coded as revision-oriented or non-revision-oriented (Liu & Sadler, 2003). This study’s findings indicate that most students expressed positive attitudes toward using blogs to practise second language (L2) writing and that most students made revision-oriented comments on their peers’ drafts. There is also evidence that students used their peers’ comments to revise their own final drafts. The implications of this study for language teaching practice are discussed.

scholarly journals Reading and writing

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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