An Experiment in the Relationship of Types of Written Feedback to the Development of Second-Language Writing Skills

1991 ◽  
Vol 75 (3) ◽  
pp. 305-313 ◽  
Author(s):  
CHRISTINE GORING KEPNER
Keyword(s):  
Second Language ◽  
Second Language Writing ◽  
Writing Skills ◽  
Written Feedback ◽  
Language Writing ◽  
Relationship Of ◽  
The Relationship

scholarly journals The Writer, the Text and the Reader: An Exploration of  Identity in Second Language Academic Writing

2021 ◽  
Author(s):  
◽  
Kirsten Reid
Keyword(s):  
Second Language ◽  
Undergraduate Students ◽  
Academic Writing ◽  
Second Language Writing ◽  
English For Academic Purposes ◽  
Linguistic Features ◽  
Student Writers ◽  
Language Writing ◽  
The Relationship

<p>Students studying in university contexts often find learning to write English for academic purposes especially challenging. Some of the challenges reside in acquiring the necessary skills and strategies to be successful academic writers. A less tangible consideration which has received recent attention from first and second language writing researchers is the relationship between writing and identity. How do student writers become part of a situated community in which some discourses may be privileged over others? While all writing can be a potential site of struggle, this may have particular significance for second language students who bring their own unique backgrounds and literacy histories to their academic writing and may find becoming part of a new and heterogeneous discourse community profoundly unsettling. Using case study methods, this dissertation explores the experiences of four undergraduate students as they become academic writers in a second language. It also carries out an analysis of some of the linguistic features one particular student essay to examine how writers simultaneously construct their texts and are constructed by them.</p>

scholarly journals Technology and Second Language Writing

2014 ◽  
pp. 1586-1600
Author(s):  
Soobin Yim ◽  
Mark Warschauer
Keyword(s):  
Second Language ◽  
Technology Use ◽  
Second Language Writing ◽  
Native Speakers ◽  
Research Focus ◽  
Educational Benefits ◽  
Language Writing ◽  
Native Speakers Of English ◽  
Literacy And Technology ◽  
Relationship Of

This chapter aims to synthesize research on technology and second language writing through the lenses of three common and broad discourses surrounding literacy and technology: achievement, change, and power (modified from Warschauer & Ware, 2008). The authors discuss the meaning and relationship of each perspective to the field of technology and second language writing as well as provide an overview of recent research under each category. This framework-based analysis sheds new light on current research, offering researchers and teachers an opportunity to consider the weaknesses and strengths of each research focus as well as the gaps in the literature. Through examining the interwoven relationship between technology and second language writing under different perspectives, the authors ultimately aim to explore the ways we can maximize the educational benefits of technology use for non-native speakers of English.

Second-Language-Writing Skills

2021 ◽  
pp. 141-160
Author(s):  
Sarah DeCapua
Keyword(s):  
Second Language ◽  
Second Language Writing ◽  
Research Question ◽  
Writing Skills ◽  
First Year ◽  
First Year Writing ◽  
Language Background ◽  
Writing Students ◽  
Language Writing ◽  
Self Assessments

In this quantitative inquiry, instead of gathering data to answer a research question, the author developed a research question based on the data she gathered. As the author explored the answers the Chinese international students in her first-year writing seminar course provided on a second language background skills assessment, she became curious about what their answers revealed about their identities. Data collected consisted of 165 English skills assessments completed by her second language writing students over four semesters, from Fall 2018 to Spring 2020. The skills assessed were speaking, listening, reading, writing, and grammar. Partial results indicated that the students assessed their speaking, listening, reading, and grammar skills as average; they assessed their writing skills as poor. The author explored the possible reasons behind the students' self-assessments and how the students' identities were expressed through their answers.

Sign in / Sign up

Export Citation Format

Share Document