scholarly journals EFL Learners’ Development of Voice In Academic Writing: Lexical bundles, Boosters/Hedges and Stance-taking Strategies

2018 ◽  
pp. 96-124
Author(s):  
Christian Christian Fallas Escobar ◽  
Lindsay Chaves Fernández
Keyword(s):  
Academic Writing ◽  
Teaching And Learning ◽  
Composition Courses ◽  
Student Surveys ◽  
Lexical Bundles ◽  
Efl Learners ◽  
Writing Courses ◽  
L2 Learners ◽  
Efl Composition ◽  
Authorial Voice

In EFL composition courses, teaching and learning normally orbit around norms of unity, coherence, support, and sentence skills that L2 learners are expected to comply with, at the expense of opportunities to develop voice. Against this backdrop, we resolved to examine the extent to which students’ exposure to and practice with lexical bundles, boosters/hedges and stance-taking strategies allows them to build a stronger discoursal and authorial voice as future academic writers. Evaluation of the students’ works revealed their level of success in this endeavor and analysis of student surveys unveiled the tensions and struggles they faced along the way. At the end of this paper, we advocate for academic writing courses to be transformed into spaces where students not only come to terms with the basic norms they have to conform to, but also build a discoursal and authorial voice as L2 writers.

Automatically Augmenting Academic Text for Language Learning

2018 ◽  
pp. 512-537
Author(s):  
Shaoqun Wu ◽  
Alannah Fitzgerald ◽  
Ian H. Witten ◽  
Alex Yu
Keyword(s):  
Open Access ◽  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Contextual Information ◽  
British Library ◽  
Linguistic Features ◽  
Lexical Bundles ◽  
English Writing ◽  
Design Considerations

This chapter describes the automated FLAX language system (flax.nzdl.org) that extracts salient linguistic features from academic text and presents them in an interface designed for L2 students who are learning academic writing. Typical lexico-grammatical features of any word or phrase, collocations, and lexical bundles are automatically identified and extracted in a corpus; learners can explore them by searching and browsing, and inspect them along with contextual information. This chapter uses a single running example, the PhD abstracts corpus of 9.8 million words derived from the open access Electronic Theses Online Service (EThOS) at the British Library, but the approach is fully automated and can be applied to any collection of English writing. Implications for reusing open access publications for non-commercial educational and research purposes are presented for discussion. Design considerations for developing teaching and learning applications that focus on the rhetorical and lexico-grammatical patterns found in the abstract genre are also discussed.

scholarly journals WeShareScience 101: A Website for Creating Video Abstracts

2019 ◽  
Vol 27 (1) ◽  
pp. 24
Author(s):  
Sara Nezami Nav
Keyword(s):  
Teaching And Learning ◽  
Research Writing ◽  
Writing Courses ◽  
L2 Learners

<p>Video abstracts are becoming a major platform for disseminating recent research and websites such as We Share Science (http://wesharescience.com) provide researchers with opportunities to create them. In this review, a detailed description of the website is put forward along with its teaching and learning potentials for research writing courses in L2 settings. As the researchers who publish their videos on this website come from different language and disciplinary backgrounds, it is of interest to see how it can potentially benefit L2 learners. The review reveals the benefits along with the drawbacks that teachers will need to address if interested in implementing the website in their course for L2 students. </p>

scholarly journals THE IMPROVEMENT OF STUDENTS’ ACADEMIC WRITING THROUGH READING ABILITY USING COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) MODEL

2019 ◽  
Vol 3 (2) ◽  
pp. 52
Author(s):  
Rumiri Aruan
Keyword(s):  
Learning Outcomes ◽  
Academic Writing ◽  
Reading Ability ◽  
Teaching And Learning ◽  
Research Subjects ◽  
Reading And Writing ◽  
Learning Improvement ◽  
Writing Courses ◽  
Academic Reading ◽  
Good Score

This learning improvement study aims to improve teaching and learning outcomes in academic writing through reading ability by applying CIRC model. This research was conducted based on the problems that occur when students taking Academic Reading and Writing courses. Among the problems found is that students still find difficulties in writing a summary of the specified article. The research subjects were students in the fourth semester of the academic year 2018/2019. Before applying this method, the writer conducted a pre-test. The pre-test results showed that the students' writing summary skills were still low. The pre-test result was 2.77% of students scored very well, 19.43% got a good score, 27.77% of students scored moderately, 47.22% scored less, and 2.77% in the category of failure. The Classroom Action Research method is carried out in the application of the CIRC model which consists of two cycles, where each cycle took place in two meetings, and each cycle applied different learning activities. The results of the first cycle have shown changes in several assessment criteria, but the research was still being carried out into the second cycle. This was done to further strengthen learning by using the CIRC model. The percentage of student scores in the second cycle shows that 36.03% got a very good score, 33.33% got a good score, 30.55% got a sufficient score, and no more students scored less, and failed. From the above results can be concluded that the application of the CIRC model by the distribution of different discussion groups in each cycle affected learning outcomes. Thus the CIRC model can be considered to use in learning academic writing through reading ability in Academic Reading and Writing courses.

scholarly journals LEXICAL BUNDLES AND MOVES IN RESEARCH ARTICLE ABSTRACTS OF DIFFERENT DISCIPLINES

2020 ◽  
pp. 71
Author(s):  
Purificacion Sánchez Hernández
Keyword(s):  
Academic Writing ◽  
Structure And Function ◽  
Lexical Bundles ◽  
Writing Courses ◽  
Research Article ◽  
And Function

ABSTRACTMuch has been published about abstracts as a written genre and less attention has been paid to lexical bundles and “moves” in the abstracts of different disciplines.  The purpose of this paper is to select the most common lexical bundles of abstracts in four different fields of knowledge, analyse their structure and function and classify them according to the “moves” they perform. 210 abstracts of 4 different disciplines were collected and the lexical bundles extracted were analysed. The results reveal important differences associated to disciplinary variation in the types of bundles, their structure and function and in the structure of the moves. These finding suggest that disciplinary variation should be considered in academic writing courses. 

scholarly journals TEXTBOOK ANALYSIS ON COLLEGE ACADEMIC WRITING

2015 ◽  
Vol 18 (2) ◽  
pp. 109 ◽  
Author(s):  
Handoyo Puji Widodo
Keyword(s):  
Academic Writing ◽  
Teaching And Learning ◽  
Textbook Analysis ◽  
Writing Assignments ◽  
Efl Writing ◽  
Writing Courses ◽  
Efl Context ◽  
Writing Skill ◽  
Clear Goal

When no specific materials are available particularly on EFL writing courses, the selection and use of a textbook are of great priority. For this reason, this article analyzes a textbook on college academic writing in an EFL context-Indonesia. In this analysis, I employed the in-depth method using the three phases of the textbook analysis, concerning the three main features of the textbook: (1) goal and organization, (2) contents-inputs, models, and exercises, and (3) the suitability of the textbook viewed from aims, beliefs about writing, the roles of the teacher, the role of the students, and the roles of the textbook as a whole. The extent to which the selected textbook reflected the recent views of the teaching and learning of writing skill was also investigated. The results show that the author echoed his clear goal and organization. The contents of the textbook regarding the inputs, models, exercises, and writing assignments reflected the features of academic writing required for college students.

scholarly journals Students’ Perception On Peer Correction For Academic Writing Performance

2020 ◽  
Vol 7 (1) ◽  
pp. 11-19
Author(s):  
Chasna Tsuroyya
Keyword(s):  
Academic Writing ◽  
Teaching And Learning ◽  
English Education ◽  
Writing Classroom ◽  
Education Department ◽  
Writing Performance ◽  
Bidirectional Communication ◽  
Writing Class ◽  
L2 Learners ◽  
Performance Results

 Peer correction has taken an important role in language teaching and learning as in contribution to motivate the performance of L2 learners in writing classroom. Peer correction encourages the development of autonomous learning due to teachers' review that took over-dependence thus lowered the students' initiative. However, the previous studies show that many teachers are still doubting the effectiveness of peer correction because of students' lack of knowledge and unable to assist other students. The current study investigated the writing performance of English L2 learners who either provided or received written peer correction in the context of academic writing tasks. Fifteen participants enrolled in English Education Department in Universitas Sebelas Maret who are attending writing class were given a rubric to both reviews other students' writing tasks and receive peer feedback. Besides, we investigated whether students' peer correction perceptions influenced their writing performance. Results expect the use of peer correction to increase their writing motivation, self-regulated reflection, bidirectional communication, and deeper critical thinking. This study expects to provide a clear finding of the efficiency of peer correction in improving students' academic writing and can be useful to be implemented in writing class for English L2 learners.

Learning for life: the potential of academic writing courses for individual EFL learners

System ◽  
2005 ◽  
Vol 33 (1) ◽  
pp. 17-27 ◽  
Author(s):  
Bella Rubin ◽  
Helen Katznelson ◽  
Hadara Perpignan
Keyword(s):  
Academic Writing ◽  
Efl Learners ◽  
Writing Courses

scholarly journals The Importance of Utilizing Pragmatics in EFL/ESL Context

2020 ◽  
Author(s):  
Younis Salih Fatah ◽  
Noor Mala Bt Ibrahim
Keyword(s):  
Teaching And Learning ◽  
Native Speakers ◽  
Communicative Competence ◽  
Pragmatic Competence ◽  
Teacher Competence ◽  
Efl Learners ◽  
L2 Learners ◽  
Efl Classrooms ◽  
The Impact ◽  
Pragmatic Performance

Abstract Pragmatics research in the last few years has gained eminence under the impact of Soler and the succeeding paradigms of Communicative Competence. Amid the diverse components of communicative competence, a great number of L2 studies have attended to the concept of pragmatic competence, that deals with both pragmalinguistic and sociopragmatic knowledge. Hence, pragmatics interlanguage research is concerned with the pragmatic competence and pragmatic performance of L2 learners; though, teaching pragmatics to Non-native Speakers, particularly EFL learners, is a prickly subject. Hence, pragmatic competence has been noticeably absent from ELT curricula, notwithstanding the fact that it has been guaranteed a place in diverse models of Communicative competence. This is mainly due to the hindrances of teaching and learning pragmatics in the ESL/EFL classes. Hence, the study primarily aims at discoursing challenges and lacunas in teaching and learning pragmatics within the confines of EFL classrooms drawing on the existing published literature and proffers recommendations to overcome these problems. Thus, the paper concentrates on these central and prominent fields: the EFL/ESL setting, ELT materials, and available to teach learners, teacher competence, and evaluating pragmatic ability.

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