scholarly journals The effects of blog-mediated peer feedback on learners’ motivation, collaboration, and course satisfaction in a second language writing course

2014 ◽  
Vol 30 (6) ◽  
Author(s):  
Haisen Zhang ◽  
Wei Song ◽  
Suping Shen ◽  
Ronghuai Huang
Keyword(s):  
Second Language ◽  
Collaborative Writing ◽  
Peer Feedback ◽  
L2 Writing ◽  
Course Satisfaction ◽  
Future Research ◽  
Self Reflection ◽  
Self Confidence ◽  
Language Writing ◽  
Writing Competence

<p>This paper reported on a study of using blogs as out-of-class assignments for the development of learners’ writing competence. There were 36 students of English majors from an intact second language (L2) writing class participating in this study. A mixed method design was employed to obtain both quantitative and qualitative data. The results showed that blog-based peer feedback had a statistically significant positive correlation with learners’ motivation, collaboration, and course satisfaction. The findings also revealed that the feedback was conducive to learners’ self-reflection and self-confidence in L2 writing and could give rise to an enhanced L2 writing experience. The study concludes that group collaborative writing via blogging can not only encourage collaboration and self-reflection but also engage learners in noticing and co-construction of knowledge. Pedagogical implications and challenges are addressed and suggestions for future research are advanced.</p>

Peer feedback in second language writing (2005–2014)

2016 ◽  
Vol 49 (4) ◽  
pp. 461-493 ◽  
Author(s):  
Shulin Yu ◽  
Icy Lee
Keyword(s):  
Second Language ◽  
Group Dynamics ◽  
Second Language Writing ◽  
Peer Feedback ◽  
L2 Writing ◽  
Future Research ◽  
Cultural Issues ◽  
Computer Mediated ◽  
Language Writing ◽  
Critical Interpretation

This article reviews research on peer feedback in second language (L2) writing published in the last decade (i.e. 2005–2014). We analyse first the theoretical underpinnings that have informed both peer feedback research and the pedagogical use of peer feedback in L2 writing instruction. We also provide a critical interpretation of existing peer feedback research and discuss seven important themes emerging from the literature, that is, (1) effectiveness of peer feedback compared with teacher and self-feedback; (2) benefits of peer feedback for feedback-givers; (3) computer-mediated peer feedback; (4) peer feedback training; (5) student stances and motives; (6) peer interaction and group dynamics; and (7) cultural issues in peer feedback. Next, we examine the contextual and methodological issues in peer feedback research and then conclude the article with implications for future research.

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.

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.

Doctoral dissertations on second language writing and technology in the USA (2010–2019)

2020 ◽  
pp. 1-19
Author(s):  
John Gibbons ◽  
Mimi Li
Keyword(s):  
Second Language ◽  
Collaborative Writing ◽  
L2 Writing ◽  
Research Trend ◽  
Writing Evaluation ◽  
Automated Writing Evaluation ◽  
Advanced Search ◽  
Language Writing ◽  
The Usa ◽  
Doctoral Dissertations

Abstract This paper reviews 20 representative Ph.D. dissertations on second language (L2) writing and technology completed in the USA over the past decade (2010–2019). These dissertations were selected using advanced search via ProQuest Dissertations & Theses. Five thematic categories were examined: (1) computer-mediated teacher/peer feedback; (2) automated writing evaluation; (3) computer-based collaborative writing; (4) technology-based writing instruction/assessment; and (5) digital composing/literacy. Each dissertation study was closely reviewed, with the presentation of illustrative tables. After analyzing and discussing the research designs, findings, and contributions of these studies, the authors identified the research trend and highlighted directions for future dissertation research in the field of L2 writing and technology.

scholarly journals Plagiarism in second-language writing

2014 ◽  
Vol 47 (3) ◽  
pp. 269-302 ◽  
Author(s):  
Diane Pecorari ◽  
Bojana Petrić
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Writing ◽  
L2 Writing ◽  
Future Research ◽  
Writing Research ◽  
Language Writing ◽  
L1 And L2 Writing ◽  
L1 And L2

Plagiarism is a broad and multidisciplinary field of study, and within second-language (L2) writing, research on the topic goes back to the mid-1980s. In this review article we first discuss the received view of plagiarism as a transgressive act and alternative understandings which have been presented in the L1 and L2 writing literature. We then survey and identify salient themes in the growing body of work relating to plagiarism, primarily from an L2 writing/applied linguistic perspective. These themes include terminological distinctions; views of the role of textual plagiarism in language learning and a writer's development; a concern with students’ and teachers’ sometimes differing understanding of plagiarism; and disciplinary differences in perceptions of plagiarism. We review research into the role of the electronic media in changing orientations toward plagiarism, the potential role of culture as a cause of plagiarism in the work of L2 writers, and pedagogical approaches to guiding students away from plagiarism. Methodological issues in researching plagiarism are surveyed, and the article concludes by suggesting directions for future research.

Gender Differences in English Proficiency among Early, Middle and Late Immersion Undergraduate Students: The Role of Individual Difference Factors

2018 ◽  
Vol 8 (1) ◽  
pp. 29-42
Author(s):  
Olusiji Lasekan
Keyword(s):  
Gender Differences ◽  
Second Language ◽  
Individual Difference ◽  
Undergraduate Students ◽  
English Proficiency ◽  
Future Research ◽  
Self Confidence

AbstractA number of s tudies conducted a cross di fferent levels of educa tion ha ve reported tha t female learners’ capa city to lea rn second language successfull y is hi gher than male lea rners ’. However, few wri ters ha ve been able to question and investi gate the effects of di fferent levels of immersions and va rious indi vidual fa ctors on male a nd female lea rners ’ English proficiency at uni versity level . The aim of this study is to exa mine how gender differences in English profi ciency is influenced by individu al di fference fa ctors among ea rl y, middle and late immersion undergradua te students . Both quali tati ve and quanti tati ve methods were used in i nves tiga ting 221 undergraduate s tudents from va rious colleges in the ci ty of Gulba rga , India. The resul ts reveal tha t the female lea rner’s hi gher English proficien cy compa red wi th the male learners’ is pa rtl y caused by their s tronger a tti tude towa rd English langua ge educa tion and self -confidence to lea rn the langua ge successfull y. Implica tions of the resul ts and future research di rections a re also presented.

scholarly journals A REVIEW OF THEORIES AND RESEARCH INTO SECOND LANGUAGE WRITING ASSESSMENT CRITERIA

2019 ◽  
Vol 35 (3) ◽  
Author(s):  
Duong Thu Mai
Keyword(s):  
Second Language ◽  
Writing Assessment ◽  
Second Language Writing ◽  
Language Education ◽  
Language Teachers ◽  
Ministry Of Education ◽  
Major Development ◽  
Language Writing ◽  
Criterion Referenced ◽  
Writing Competence

As language assessment in Vietnam is being intensively attended to by the Ministry of Education and Training and is actually critically transformed, criterion-referenced assessment has gradually been a familiar term for language teachers, assessors and administrators. Although the name of the approach has been extensively used, most teachers of English at all levels of language education still face the challenge of identifying “criteria” for writing assessment scales. This paper attempts to provide a reference for teachers and researchers in second language writing  concerning on the major development in the field in defining this construct of “writing competence”. The paper focuses more on the existing and published literature globally on English writing teaching approaches, research and practices. These contents are reviewed and summarized into two major strands: the product-oriented considerations and the process-oriented considerations.

scholarly journals EFL Learners' Lexico-grammatical Competence in Paper-based Vs. Computer-based in Genre Writing

2019 ◽  
Author(s):  
Sundus Ziad AlKadi ◽  
Abeer Ahmed Madini
Keyword(s):  
Second Language ◽  
Mixed Methods Research ◽  
Second Language Writing ◽  
Collaborative Writing ◽  
Structured Interviews ◽  
Grammatical Competence ◽  
Sentence Level ◽  
Significant Difference ◽  
Language Writing ◽  
Computer Based

With new technology, writing became a skill that is being developed year after year. The present study questions whether there is a difference between paper-based and computer-based writing in terms of errors and lexico-grammar. It aims at exploring sentence-level errors and lexico-grammatical competence in two writing genres in a collaborative writing environment within paper-based and computer-based writing. A sample of 73 female intermediate level learners participated in the study at the University of Business and Technology (UBT), in Saudi Arabia. This mixed-methods research is significant in the literature of second language writing since it highlights genre awareness, lexico-grammatical competence, analyzing errors, and collaboration in two styles of writing. The reading-based writing tasks acted as a reflection of the learners' lexico-grammatical competence on paper and via Web 2.0 tool (Padlet). Statistically, the Mann-Whitney U-tests showed that there was no significant difference between paper-based and computer-based groups in the sentence-level errors in narrative genre, whereas there was a significant difference between the two different tools of writing groups in the sentence-level errors in opinion genre. However, there was no significant difference between paper-based and computer-based groups in the clauses (lexico-grammar) of the two groups. Immediate semi-structured interviews were conducted and analyzed through NVIVO to get more insights from the learners to explain the comparison between the paper-based and the computer-based writing. In light of the significant findings, implications are sought to create an equillibrium between paper-based and computer-based writing, along with enhancing collaboration in second language writing.

scholarly journals Teacher Electronic Written Corrective Feedback, Trends and Future Directions

2021 ◽  
Vol 12 (3) ◽  
pp. 308-322
Author(s):  
Omar Abdullah Altamimi ◽  
Mona Masood
Keyword(s):  
Second Language ◽  
Second Language Writing ◽  
Corrective Feedback ◽  
Future Research ◽  
Esl Students ◽  
Esl Writing ◽  
Esl Teachers ◽  
Written Corrective Feedback ◽  
Language Writing

The past two decades witnessed increased attention in the role of Written Corrective Feedback (WCF) in improving the English as a second language(ESL) students’ written linguistic accuracy. Several methods were suggested, including the use of the electronic means of providing corrective feedback. The electronic methods proved to be effective despite the limited numbers and contexts. However, the extent of these studies is still unknown. Furthermore, no comprehensive review of the studies had been conducted to date. This systematic literature review will identify and classify the research on providing ESL teachers with Electronic Written Corrective Feedback (EWCF). A survey of several experimental and analytical studies that focused on testing the effect of different methods of EWCF on ESL students was conducted, covering the period between 2006 and 2020. Two major groups of studies emerged from this research, and several gaps were identified. The research concluded with several recommendations regarding the potential tracks for future research on EWCF. The current research will serve as a guideline for ESL writing practitioners and researchers on future teacher corrective feedback in second language writing.

scholarly journals Using Prewriting Tasks in L2 Writing Classes: Insights from Three Experiments

2015 ◽  
Vol 31 ◽  
pp. 132 ◽  
Author(s):  
Kim McDonough ◽  
Heike Neumann
Keyword(s):  
Second Language ◽  
Peer Review ◽  
Critical Reflection ◽  
Collaborative Writing ◽  
Task Design ◽  
English For Academic Purposes ◽  
L2 Writing ◽  
Writing Classes ◽  
Langue Seconde ◽  
The Impact

Even though collaborative prewriting tasks are frequently used in second language (L2) writing classes (Fernández Dobao, 2012; Storch, 2005), they have not been as widely researched as other tasks, such as collaborative writing and peer review. This article examines the effectiveness of collaborative prewriting tasks at encouraging English for Academic Purposes (EAP) students to engage in critical reflection while brainstorming the content and organization of written texts. Drawing upon data from three experiments (Neumann & McDonough, 2014a, 2014b), the impact of task design and students’ perceptions about collaboration on their prewriting discussions are explored. Suggestions for instructors with an interest in using collaborative prewriting tasks are provided.Les tâches collaboratives de préparation à la rédaction sont communes dans les cours de rédaction en langue seconde (Fernández Dobao, 2012; Storch, 2005); par contre, elles n’ont pas aussi souvent fait l’objet de recherche que d’autres tâches comme la rédaction collaborative et l’examen par les pairs. Cet article examine dans quelle mesure les tâches collaboratives de préparation à la rédaction encouragent les étudiants en anglais académique à réfléchir de façon critique pendant les séances de remue-méninges sur le contenu et l’organisation de textes écrits. Puisant dans des données découlant de trois expériences (Neumann & McDonough, 2014a, 2014b), nous explorons l’impact qu’ont l’élaboration de la tâche et les perceptions des étudiants quant à la collaboration sur leurs discussions pendant la préparation à la rédaction. En fin d’article, nous présentons des suggestions qui visent les enseignants intéressés à employer des tâches collaboratives de préparation à la rédaction.

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