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.

Lexical richness development in Chinese second language writing: empirical research based on Cambodian Chinese learners

2021 ◽  
Vol 10 (2) ◽  
pp. 183-206
Author(s):  
Huan Zhang
Keyword(s):  
Second Language ◽  
Error Rate ◽  
Second Language Writing ◽  
Three Dimensions ◽  
Writing Quality ◽  
Lexical Variation ◽  
Lexical Richness ◽  
Language Writing ◽  
Lexical Errors ◽  
Developmental Features

Abstract This study investigates the developmental features of lexical richness in Chinese compositions by Cambodian native speakers (n = 40) and the relationship between lexical richness and writing quality in Chinese Second Language (CSL) writing from three dimensions of lexical variation, lexical sophistication and lexical error rate.The results show that with the improvement of Chinese level, there are notable increases in lexical variation (p = 0.000 < 0.05) and lexical sophistication (p = 0.000 < 0.05). As for lexical errors, the overall lexical error rate is decreasing. Among which, the form error rate is decreasing obviously (p = 0.000 < 0.05), while the usage error rate is increasing, but not significantly (p = 0.039 > 0.005). Multiple regression analysis shows that lexical sophistication and lexical error rate are more closely related to CSL writing quality, which can predict writing quality well, while lexical variation has less impact on writing quality.

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.

Peer and teacher assessment of second-language writing in high- and low-stakes conditions

2020 ◽  
Author(s):  
Amir Rezaei ◽  
Khaled Barkaoui
Keyword(s):  
Second Language ◽  
Second Language Writing ◽  
Peer Assessment ◽  
Teacher Assessment ◽  
Future Research ◽  
High Stakes ◽  
Language Writing ◽  
Efl Students ◽  
Rater Severity ◽  
Rating Criteria

Abstract This study aimed to compare second-language (L2) students’ ratings of their peers’ essays on multiple criteria with those of their teachers’ under different assessment conditions. Forty EFL teachers and 40 EFL students took part in the study. They each rated one essay on five criteria twice, under high-stakes and low-stakes assessment conditions. Multifaceted Rasch Analysis and correlation analyses were conducted to compare rater severity and consistency across rater groups, rating criteria and assessment conditions. The results revealed that there was more variation in students’ ratings than the teachers’ across assessment conditions. Additionally, both rater groups had different degrees of severity in assessing different criteria. In general, students were significantly more severe on language use than were teachers; whereas teachers were significantly more severe than were peers on organization. Student and teacher severity also varied across rating criteria and assessment conditions. The findings of this study have implications for planning and implementing peer assessment in the L2 writing classroom as well as for future research.

scholarly journals Second Language Writing and Assessment: Voices from Within the Saudi EFL Context

2017 ◽  
Vol 10 (6) ◽  
pp. 174 ◽  
Author(s):  
Rana Obeid
Keyword(s):  
Second Language ◽  
Writing Assessment ◽  
Second Language Writing ◽  
Research Study ◽  
Future Research ◽  
Small Scale ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Language Writing ◽  
Efl Students

This small scale, quantitatively based, research study aimed at exploring one of the most debated areas in the field of Teaching English to Speakers of Other Languages (TESOL); and that is, the perceptions and attitudes of English as a Foreign Language (EFL) teachers as well as EFL learners at an English Language Institute (ELI) at a major university in the Western region of Saudi Arabia, King Abdulaziz University, towards second language writing assessment. The research study involved, randomly selected twenty-two EFL teachers and seventy-eight EFL students between the period of September 2016 and December 2016. Two, purposefully designed, twenty-item, Likert scale questionnaires were distributed amongst the teachers and students. One for the participating EFL teachers and one for the participating EFL students. Data analysis using descriptive statistical methods indicated several concerns which EFL teachers and students have with regards to the writing assessment in general and to the obstacles EFL teachers face when teaching and assessing writing. In addition, there was an indication of general resentments and strong feelings amongst the EFL students where the majority indicated that they are sometimes graded unfairly and writing assessment should take another, more holistic approach rather a narrow one. The study makes recommendations 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 Effects of task structure on young learners’ writing quality

2019 ◽  
Vol 16 (1) ◽  
pp. 52-78
Author(s):  
Yin Ling Cheung ◽  
Hari Jang
Keyword(s):  
Second Language ◽  
Task Complexity ◽  
Limited Attention ◽  
Task Structure ◽  
Syntactic Complexity ◽  
Writing Quality ◽  
Young Learners ◽  
Capacity Model ◽  
Language Writing ◽  
The Impact

In the past decade, research has yielded mixed results regarding the relationship between task complexity and writing quality. Some studies have suggested that an increase in task complexity results in the improvement of syntactic complexity, accuracy and fluency. Other studies have demonstrated partial improvement in fluency, accuracy, syntactic complexity, or lexical complexity. This study examines the impact of task structure on writing quality among English-as-a-second-language (ESL) young learners. The analysis is based on 236 ESL fourth-grade pupils’ narrative compositions. Using the Limited Attention Capacity Model and the Cognitive Hypothesis, the analysis revealed that Primary Four pupils wrote significantly longer and syntactically more complex texts in structured tasks, and they scored higher in lexical variety in unstructured tasks. The accuracy of writing did not vary significantly based on task structure. The study provides new empirical evidence for the argument that task structure affects ESL young learners’ writing performance in terms of syntactic complexity, fluency, and lexical variety. The findings contribute new knowledge to the field of second language writing. In particular, how task structures influence writing quality and how such knowledge can inform writing pedagogy and the evaluation of students’ written work.

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

2021 ◽  
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.

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