Predicting Second Language Writing Proficiency in the Different Genres of Writing Using Computational Tools

2020 ◽  
Vol 36 (1) ◽  
pp. 141-170
Author(s):  
Jiseon Ryu
Keyword(s):  
Second Language ◽  
Second Language Writing ◽  
Writing Proficiency ◽  
Computational Tools ◽  
Language Writing

scholarly journals Self-efficacy and Its Relation to ESL Writing Proficiency and Academic Disciplines

2017 ◽  
Vol 6 (5) ◽  
pp. 127
Author(s):  
Saeid Raoofi ◽  
Jalal Gharibi ◽  
Hassan Gharibi
Keyword(s):  
Second Language ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Second Language Writing ◽  
Cross Sectional Study ◽  
Academic Disciplines ◽  
Writing Proficiency ◽  
Cross Sectional ◽  
Significant Difference ◽  
Language Writing

Writing is an essential skill for academic development within any disciplinary area. Despite the rapidly growing body of research on the various aspects of second language writing, research on writing self-efficacy remains scarce. This study investigated the relationship the between writing self-efficacy and writing proficiency in English as a second language. In this cross-sectional study, 304 Malaysian undergraduate students completed a writing self-efficacy questionnaire. The participants’ writing proficiency was assessed using two different writing tasks. The results showed that there was a significant difference in writing self-efficacy among the three writing proficiency groups. It was also found that science students had significantly higher writing self-efficacy than those in social sciences. Limitations of the study and Implications for second language writing instruction are also discussed. 

scholarly journals The Effectiveness and Issues of Using Feedback in Second Language Writing

2021 ◽  
Vol 4 (4) ◽  
pp. 74
Author(s):  
Yichen Wang
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Writing ◽  
Second Language Learners ◽  
Writing Proficiency ◽  
English Majors ◽  
Language Writing

Based on the description of feedback in the literature and the classification of feedback by different scholars, this paper discusses the efficiency and possible issues of the teachers’ use of different feedback in the teaching of second language writing. Through interviews with experienced English majors, this paper further demonstrates the importance of teachers' use of feedback in second language writing teaching. At the end of the paper, the author also shows that the combination of different feedback according to specific situations in teaching can better promote the writing proficiency of second language learners.

scholarly journals Towards a More Effective Second Language Writing Pedagogy: Using Task-based Reading to Develop Writing Skills of ESL Learners

2021 ◽  
Vol 5 (I) ◽  
pp. 330-350
Keyword(s):  
Second Language ◽  
Second Language Writing ◽  
Writing Skills ◽  
Rank Test ◽  
Sentence Structure ◽  
Writing Proficiency ◽  
Esl Writing ◽  
Language Writing ◽  
Esl Learners ◽  
Reading Activities

The connection between reading and writing has been acknowledged since long and explored through comprehension-based learning activities but not investigated substantially through empirical research into task-based reading activities. This study was carried out to explore the link between task-based reading activities and improvement in ESL writing. The study was prompted by the need to inculcate the maximum level of writing proficiency in a limited time available for instruction in a 4 month semester. We experimented with introducing task-based critical reading to explore its impact on the ESL writing proficiency of Pakistani ESL learners at the undergraduate level with Computer Science as their major. Analyzing students’ pre-test and post-test scores using Wilcoxon signed-rank test and t-test revealed a significant improvement in the overall writing proficiency, content, organization, sentence structure (SS), grammar, punctuation, and spelling (GPS) of students. The findings have important pedagogical implications for improving the learners’ writing proficiency by integrating task-based reading activities in ESL teaching. The article also suggests some of the tasks that teachers can associate with reading in classrooms. It recommends making authentic reading material part of the ESL syllabus everywhere in the world in order to equip learners with better writing skills essential for success in all subjects, higher studies, and research. Keywords: Task-based language learning; proficiency; motivation; schemata; fluency; process-oriented approach; second language writing development

Measures of variability in transitional phases in second language development

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Marjolijn Verspoor ◽  
Kees de Bot
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Writing ◽  
English For Academic Purposes ◽  
Writing Proficiency ◽  
Second Language Development ◽  
Chinese Learners ◽  
Language Writing ◽  
Tentative Evidence ◽  
Do So

Abstract This paper investigates measures of change to help demonstrate the necessity of variability as a developmental mechanism for advancing different features of L2 learning (related here primarily to writing, but also to reading) with a particular focus on learners at different stages of development. To do so, the work draws on three studies to build a case for using variability as a meaningful marker of change. Lowie, Wander M. & Marjolijn Verspoor. 2019. Individual differences and the ergodicity problem. Language Learning 69. 184–206 found in a group of 22 Dutch learners of English that the Coefficient of Variation (CoV), rather than individual factors such as motivation and aptitude, showed a significant correlation with writing proficiency gains. A replication study by Huang, Ting, Rasmus Steinkrauss & Marjolijn Verspoor. 2020b. Variability as predictors for L2 writing proficiency. Journal of Second Language Writing, with 22 Chinese learners of English revealed that the CoV rather than motivation, aptitude or working memory was a significant predictor in writing proficiency gains. A study by Gui, Min, Xiaokan Chen & Marjolijn Verspoor. Submitted. The dynamics of reading development in English for Academic Purposes, on reading for academic purposes with 27 Chinese Chemistry majors showed that the Standard Deviation of differences (SDd) rather than proficiency in English or knowledge of Chemistry correlated with reading gains. Two further studies present tentative evidence that these changes take place especially at transitional phases while learning a new skill.

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