L1 versus L2 writing processes: What insight can we obtain from a keystroke logging program?

2021 ◽  
pp. 136216882110412
Author(s):  
Mohammed Ali Mohsen
Keyword(s):  
Mother Tongue ◽  
L2 Writing ◽  
Future Research ◽  
Writing Quality ◽  
Writing Processes ◽  
Daunting Task ◽  
Significant Difference ◽  
Language Writing ◽  
Written Form

Writing in a language different from one’s mother tongue is a daunting task. The same challenge may apply to languages that have diglossic features whose spoken form differs from the written form. This article investigates Arab students’ writing behaviors (fluency, pauses, and revision) in response to an argumentative composition in their L1 (first language: Arabic) and L2 (second language: English), given that understanding their complexities in writing processes would help instructors to rectify language writing-related problems. Guided by Kellogg’s model, this article attempts to investigate the cognitive processes underlying these writing behaviors as aided by a keystroke logging program (Inputlog 7.0). It also examined if writing behaviors would be correlated to the writing quality of their produced final texts. Data were collected from log files of the Inputlog generated upon the students’ writing processes, screened video recordings, and a stimulated recall interview. Results indicated that compared with L2 writing in character production, L1 writing processes were highly significant, less significant in pauses over word boundaries, and highly significant in time on the task factor. Concerning revision behavior, no significant differences were found in time spent on deletion and insertion, whereas a significant difference was found in R-burst for L2 writing. As regards quality of text, many pauses and minimal production of words tend to be negative indicators for writing quality output. Pedagogical implications and suggestions for future research are highlighted.

Technology-mediated writing: It’s not how much, but the thought that counts

2021 ◽  
pp. 204275302199638
Author(s):  
Kelley Regan ◽  
Anya S Evmenova ◽  
Melissa D Hughes ◽  
Maria P Rybicki-Newman ◽  
Boris Gafurov ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Instructional Strategies ◽  
Sixth Grade ◽  
Future Research ◽  
Student Writing ◽  
Writing Quality ◽  
Struggling Writers ◽  
Group Design ◽  
Present Group

Struggling writers including students with disabilities (SWD) need instructional strategies to support their ability to write independently. Integrating technology-mediated instruction to support student writing can mitigate students' challenges throughout the writing process and personalize instruction. In the present group design study, teachers taught 11 to 12 year olds in sixth grade with varying abilities to use a technology-based graphic organizer (TBGO) when digitally planning and composing a persuasive paragraph. Results indicated that the writing quality of the paragraph and use of transition words by typical and struggling writers was significantly better when the TBGO was used as compared to students who wrote without the TBGO. Additionally, when the TBGO was removed, students in the treatment group maintained gains. Student participants and teachers in this study identified features that were especially supportive to students’ writing behaviors. Implications for practice and future research are discussed.

Exploring Innovation in Second Language Writing Teaching

2019 ◽  
pp. 63-83
Author(s):  
Trinh Ngoc Thanh
Keyword(s):  
Second Language ◽  
Teaching Practices ◽  
Text Comprehension ◽  
L2 Writing ◽  
Future Research ◽  
Innovative Teaching ◽  
Language Writing ◽  
Reading Text ◽  
Qualitative Exploration ◽  
Constant Comparative Analysis

A general aim of the present study is to address the issue of what constitutes the concept of innovation from teacher cognition in the context of second language (L2) writing. This study presents a qualitative exploration into the innovative teaching practices of six Vietnamese EFL teachers coming from three emphases of L2 writing teaching instruction: L2 writing teaching with an emphasis on (1) language skills development, (2) reading text comprehension, and (3) focused textual features. Employing constant comparative analysis into finding interpretations, this study sets the focus on exploring the teaching background of the participants and the dimension of how teacher self-efficacy has an influence on teacher implementation of innovative L2 writing teaching practices. Findings from the study suggest patterns of teacher concerns and teacher thinking of in their L2 writing teaching practices. Further implications are discussed in line with future research and teaching development.

scholarly journals The Effect of Enteral Tube Feeding on Patients’ Health-Related Quality of Life: A Systematic Review

Nutrients ◽  
2019 ◽  
Vol 11 (5) ◽  
pp. 1046 ◽  
Author(s):  
Omorogieva Ojo ◽  
Edel Keaveney ◽  
Xiao-Hua Wang ◽  
Ping Feng
Keyword(s):  
Quality Of Life ◽  
Systematic Review ◽  
Enteral Feeding ◽  
Tube Feeding ◽  
Future Research ◽  
Measuring Instruments ◽  
Medical Subject Headings ◽  
Enteral Tube Feeding ◽  
Significant Difference

Patients with functional gastrointestinal tract who are unable to meet their nutritional requirements may benefit from the use of enteral nutrition via feeding tubes which could be nasogastric, percutaneous endoscopic gastrostomy and jejunostomy. Although enteral tube feeding has been shown to promote nutritional status, improve wound healing, and enhance patients’ quality of life (QoL), evidence of tube and feed complications and reduced QoL has also been reported. Despite the increasing prevalence of patients on enteral tube feeding, no systematic review examining the role of enteral tube feeding on patients’ QoL appears to have been published. Aim: The aim of this systematic review is to evaluate the effect of enteral tube feeding on patients’ QoL. Method: Three databases (EMBASE, Pubmed, and PsycINFO) plus Google Scholar were searched for relevant articles based on the Population, Intervention, Comparator, Outcomes (PICO) framework. The review was in line with preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines and involved the use of synonyms and medical subject headings. In addition, search terms were combined using Boolean operators (AND/OR) and all the articles retrieved were exported to EndNote for de-duplication. Results: Fourteen articles which met the criteria were included and three distinct areas were identified: the effect of early versus late enteral tube feeding on QoL; the QoL of patients on gastrostomy versus standard care, and the effect of enteral tube feeding on QoL. Overall, nine studies reported improvement in the QoL of patients on enteral tube feeding, while five studies demonstrated either no significant difference or reduction in QoL. Some factors which may have influenced these outcomes are differences in types of gastrostomy tubes, enteral feeding methods (including time patients spent connected to enteral feed/pump), and patients’ medical conditions, as well as the generic and/or type of QoL measuring instrument used. Conclusion: Most reviewed studies suggest that enteral tube feeding is effective in improving patients’ QoL. The use of enteral tube feeding-specific QoL measuring instruments is recommended for future research, and improved management strategies including use of mobile enteral feeding pumps should further enhance patients’ QoL. More studies on the effect of delivery systems/enteral feeding pumps on QoL are needed as research in this area is limited.

The Effects of Pre-Task Planning on Second Language Writing: A Systematic Review of Experimental Studies

2021 ◽  
Vol 44 (2) ◽  
pp. 131-165
Author(s):  
Rod Ellis
Keyword(s):  
Second Language ◽  
Second Language Writing ◽  
Experimental Studies ◽  
Future Research ◽  
Task Planning ◽  
Writing Quality ◽  
Moderating Variables ◽  
Online Planning ◽  
Language Writing ◽  
The Impact

Abstract There are both pedagogical and theoretical grounds for asking second language writers to plan before they start writing. The question then arises whether pre-task planning (PTP) improves written output. To address this question, this article reviewed 32 studies by comparing the effect of PTP either with no planning or with unpressured online planning (OLP). These studies also investigated the moderating effect of variables relating to the writer participants, the nature of the planning, and the writing tasks. The main findings are: (1) There is no clear evidence that PTP leads to better overall writing quality when this is measured using rating rubrics, (2) PTP generally results in more fluent writing, (3) its impact on syntactical and lexical complexity is inconsistent and negligible, (4) OLP does sometimes result in increased linguistic accuracy, and (5) there is insufficient evidence to reach clear conclusions about the role that moderating variables have on the impact of PTP, but the results suggest that collaborative (as opposed to individual planning) can lead to increased accuracy and that PTP tends to lead to more complex language when the writing task is a complex one. The article concludes with a set of principles to ensure better quality research and three general proposals for the kind of future research needed.

Influence of learning Ugandan folksongs using aural/oral versus notation means on US music majors’ preferences for instruction method and quality of freely created rhythmic accompaniments

2018 ◽  
Vol 36 (4) ◽  
pp. 630-643
Author(s):  
Janice N Killian ◽  
Lawrence Branco Sekalegga
Keyword(s):  
Oral Tradition ◽  
Future Research ◽  
Music Majors ◽  
Significant Difference ◽  
Better Than

To examine the quality of rhythmic improvisations after learning Ugandan folksongs via notated or aural/oral means, we asked university music majors ( N = 32) to practice two Ugandan folksongs via Western notation or while viewing a prerecorded video of an expert Ugandan performer singing the same song to mimic aural/oral tradition conditions. Subsequently participants heard an authentic performance of the song they had just learned and were asked to create a rhythmic accompaniment to that song. All conditions were counterbalanced by treatment and by song. Resulting improvisations were judged regarding whether the first was better than the second. Results indicated no significant difference between improvisations on the basis of how the song was learned ( p = 0.2617), differences between the songs themselves ( p = 0.1261) or the order of the songs ( p = 0.7518). Participants improvised better when the song was learned under notation conditions (differences not significant), but 70.1% of participants preferred to learn the song via aural/oral means ( p = 0.0041). Results are discussed in terms of challenges in assessment of improvisations and pedagogical implications for future research.

SECOND LANGUAGE WRITING RESEARCH AND WRITTEN CORRECTIVE FEEDBACK IN SLA

2010 ◽  
Vol 32 (2) ◽  
pp. 181-201 ◽  
Author(s):  
Dana R. Ferris
Keyword(s):  
Second Language ◽  
Second Language Writing ◽  
Corrective Feedback ◽  
L2 Writing ◽  
Future Research ◽  
Linguistic Features ◽  
Student Writers ◽  
Written Corrective Feedback ◽  
Language Writing ◽  
History Of

For more than a decade now, a great deal of research has been done on the topic of written corrective feedback (CF) in SLA and second language (L2) writing. Nonetheless, what those research efforts really have shown as well as the possible implications for practice remain in dispute. Although L2 writing and SLA researchers often examine similar phenomena in similar ways, they do not necessarily ask the same questions. SLA-focused researchers investigate whether written CF facilitates the acquisition of particular linguistic features. In contrast, L2 writing researchers generally emphasize the question of whether written CF helps student writers improve the overall effectiveness of their texts. Understanding these differences in starting points is important because it provides a possible explanation for the conflicting methodologies and conclusions of various reviews on this topic (e.g., Ferris, 2003, 2004; Truscott, 1996, 2007). This article briefly traces the history of these two parallel lines of research on written CF and notes both contrasts and convergences. It then moves to a focused discussion of the possible implications and applications of this body of work for the L2 language and writing classroom and for future research efforts.

scholarly journals Second Language Writing Tasks: The Gains of the Cognitive-Mentalist Error Analysis in Essay Writings

2019 ◽  
Vol 7 (2) ◽  
pp. 135
Author(s):  
Dr. Akinwamide Timothy Kolade
Keyword(s):  
Second Language ◽  
Second Language Writing ◽  
Mother Tongue ◽  
Language Skills ◽  
First Language ◽  
Cognitive Activity ◽  
Sentence Structure ◽  
Sequential Order ◽  
Language Writing ◽  
Written Form

<p><em>Writing is a skill, which demands that students plan and organize their imagination clearly and in sequential order to fulfill the essence of writing which is </em><em>communicative</em><em>. Teaching the writing skill is more difficult than teaching and practicing other language skills because of its generative tendency. It is an extremely complex cognitive activity in which the writer is required to demonstrate the control of a number of variables simultaneously and intelligently to achieve the communicative goal. By implication, it means the writer must plan the content, format, sentence structure, vocabulary, punctuation, spelling and formation of ideas. Successful writing is an end product of intelligent reasoning and good planning. </em></p><p><em>It is from the complexity platform above that one can rightly view the audrous task of students of English as a Second Language (ESL) extraction. The interference from the First Language (FL) or Mother Tongue (MT) is inevitable at this trying stage. Interaction goes on globally and there is the need to be able to interact verbally and in the written form acceptably. The approach offers in the Cognitive Mentalist submission is the focus of this paper. The students are expected to express their views, imagination, experience and observations freely unmindful of errors. This approach is primarily expressive and laden with errors of the writers. The searchlight is therefore beamed on how the analysis of errors committed can be of benefits to both the ESL learner and teacher.</em></p>

scholarly journals Effects of L1 Use on L2 Text Quality: Rethinking Cognitive Process of Formulating L1 Texts during L2 Writing

2021 ◽  
Vol 14 (7) ◽  
pp. 44
Author(s):  
Kayo Tsuji
Keyword(s):  
First Language ◽  
L2 Writing ◽  
Text Quality ◽  
Daunting Task ◽  
Before And After ◽  
Argumentative Essays ◽  
L1 Use ◽  
Contrast Group ◽  
Experimental Group

The first language (L1) use is vital to developing the quality of second-language (L2) writings. Establishing a clear argument with the logical flow in L2 can be a daunting task for learners with low L2 proficiency. To determine if L1 use is positively related to students&rsquo; L2 texts, the researcher conducted a comparative study with 77 Japanese L2 learners. It examines differences amongst L2 argumentative essays resulting from four writing processes. The participants were divided into two focused groups, the experimental group formulating L1 texts and then translating into L2, and the contrast group composing texts directly in L2. Then, each group was divided into two sub-groups: One composing their texts using a writing framework, and the other with no framework. Over three L2 classes, each group experienced the writing process respectively. They submitted the essays before and after the processes. Two experienced L2 instructors assessed students&rsquo; pre- and post-texts, and compared the texts of each group cross-sectionally and longitudinally. The results show that participants in the experimental group with the framework significantly improved their L2 text quality. Thus, the teaching of argumentative writing should incorporate the process of L1 formulation with a framework into a process-focused approach to efficiently facilitate students&rsquo; L2 writing.

scholarly journals THE EFFECT OF PAIR AND GROUP WORK IN COLLABORATIVE PRE-WRITING DISCUSSION ON STUDENTS’ WRITING QUALITY

2019 ◽  
Vol 2 (2) ◽  
pp. 12
Author(s):  
Winarti Winarti
Keyword(s):  
Foreign Language ◽  
Learning Style ◽  
Group Work ◽  
English Department ◽  
Writing Classroom ◽  
Writing Quality ◽  
Or Groups ◽  
Language Writing ◽  
Writing Activity

<p>In foreign language writing classroom, collaborative pre-writing activity is one of common activities used by students to help them generate and evaluate their ideas before they write a text. A teacher usually assigns students to work in pairs or groups to accomplish the activity. However, whether the number of participants in collaborative pre-writing activity influenced the quality of students’ writing or not is still mysterious that need to be investigated further.  This study tried to investigate the effect of the number of participants in collaborative pre-writing discussion on students’ writing quality. 30 participants from non-English department who were studying English as English Specific Purposes were involved in this study. They were required to write an explanation paragraph after being given a certain treatment. The result of the study revealed that the quality of students’ writing was not affected by the number of participants in collaborative pre-writing discussion. Therefore, the implication of the study is teacher can assign students to work collaboratively in pre-writing activity with two or more students. However, some factors need to be considered by teacher such as students learning style, the nature of task, etc.</p>

Sign in / Sign up

Export Citation Format

Share Document