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 First Person and Second Person Markers as Representatives of a Case in a Verb Form

2021 ◽  
Vol X (3) ◽  
pp. 66-73
Author(s):  
Liliya Makovskaya ◽  
Keyword(s):  
Second Language ◽  
Undergraduate Students ◽  
Second Language Writing ◽  
Research Study ◽  
Language Teachers ◽  
Structured Interviews ◽  
Second Person ◽  
Oral Feedback ◽  
Electronic Feedback ◽  
Language Writing

Feedback has always been considered important in second language writing. Quite recently due to various reasons, electronic feedback has become one of the frequently applied types (Zareekbatani, 2015; Ene & Upton, 2018). The aim of the research study was therefore to identify lecturers’ and students’ views on the use of online comments provided on the second language writing tasks. The data was collected through conducting online semi-structured interviews with undergraduate students and lecturers of one Uzbek university. The findings revealed that a variety of comments given on different aspects of the written assessment tasks in the Google documents and combined with additional oral feedback were effective. The article aims at discussing the detailed findings of the research study and providing possible suggestions for language teachers on the use of electronic feedback in L2 writing.

Pair versus individual writing: Effects on fluency, complexity and accuracy

2009 ◽  
Vol 26 (3) ◽  
pp. 445-466 ◽  
Author(s):  
Gillian Wigglesworth ◽  
Neomy Storch
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Oral Language ◽  
Second Language Writing ◽  
Second Language Learners ◽  
Collaborative Writing ◽  
Single Text ◽  
Or Groups ◽  
Language Classroom ◽  
Language Writing

The assessment of oral language is now quite commonly done in pairs or groups, and there is a growing body of research which investigates the related issues (e.g. May, 2007). Writing generally tends to be thought of as an individual activity, although a small number of studies have documented the advantages of collaboration in writing in the second language classroom (e.g. DiCamilla & Anton, 1997; Storch, 2005; Swain & Lapkin, 1998). Particularly in university contexts, group or pair assignments are widely used in many disciplines. In addition, collaborative writing could be used in second language classroom assessment contexts as formative assessment. However, research which compares texts produced by learners collaboratively to texts produced individually, and the implications of this for assessment practices, is rare. This study is a first step in the investigation of using collaborative writing in second language contexts and comparing the performance of two groups of second language learners: one group worked individually, and the other group worked in pairs. When writing in pairs, each pair produced a single text. All participants completed one writing task: an argumentative essay. The performances of the individuals (N = 48) and the pairs (N = 48) were compared on detailed discourse analytic measures of fluency, complexity and accuracy. This comparison revealed that collaboration impacted positively on accuracy, but did not affect fluency and complexity. A detailed analysis of the pair transcripts recorded during the writing activity provides insights into the ways in which pairs work together, and the foci of their endeavour. The implications of these findings for in-class assessment of second language writing are discussed.

scholarly journals Autonomous English as a second language writing through group-writing transformations

2013 ◽  
Vol 10 (2) ◽  
pp. 25
Author(s):  
Nalini Arumugam ◽  
Kaarthiyainy Supramaniam ◽  
Geraldine De Melle ◽  
Laura Christ Dass
Keyword(s):  
Second Language ◽  
Higher Learning ◽  
Control Group ◽  
Structured Interviews ◽  
Esl Writing ◽  
Significant Difference ◽  
Language Writing ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

The study investigated the effects of group-writing on learners at an institution of higher learning who worked in cooperative based writing groups (group-writing henceforth) and individually. 117 undergraduates participated in this quasi-experimental study for 14 weeks. The learners were grouped in groups of three or four. A mixed-design approach was employed in data collection. Questionnaires were administered and semi-structured interviews were carried out to elicit information. The results indicated a favourable view of group-writing as an instructional approach in English as a second language (hereafter ESL) writing classrooms. The learners in the group-writing cooperated with each other on assigned tasks. The results revealed that there was a significant difference between the experiment and control groups, whereby the m 39.3 772 value for the experimental group while m 28.1149 for the control group at (0<,05). This obviously shows that the learners in the experimental group have out performed the learners who worked individually. As they had more opportunities to work together, they built a strong perception of group cohesion and responsibility for other's learning which gradually helped them become autonomous writers. This study adds insights into pedagogical approaches used in ESL centres of higher learning and recommendations are suggested for further research.

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 Feedback Types in Second Language Writing: Are They Really Effective?

2021 ◽  
Vol 04 (10) ◽  
Author(s):  
Ayca BAKINER ◽  
Keyword(s):  
Higher Education ◽  
Second Language ◽  
Data Collection ◽  
Second Language Writing ◽  
Structured Interviews ◽  
Self Assessment ◽  
Writing Classes ◽  
English Writing ◽  
Preparatory Program ◽  
Language Writing

This study focuses on types of feedback provided in second language writing in higher education and their evaluation in the light of students’ opinions. Data were gathered from 55 students who took English writing classes for 3 hours a week in an English preparatory program at a college in Turkey. Semi-structured interviews were used as data collection tools. Findings revealed that vast majority of students found meaning-focused feedback more motivational than form-focused feedback. Additionally, they preferred self-assessment to peer-feedback. The paper presents a discussion on feedback types in second language writing.

Measuring the impact of rater negotiation in writing performance assessment

2016 ◽  
Vol 34 (1) ◽  
pp. 3-22 ◽  
Author(s):  
Jonathan Trace ◽  
Gerriet Janssen ◽  
Valerie Meier
Keyword(s):  
Second Language ◽  
Writing Assessment ◽  
Second Language Writing ◽  
Structured Interviews ◽  
Assessment Validation ◽  
Language Writing ◽  
Rater Severity ◽  
Nuanced Understanding ◽  
Placement Exam ◽  
The Impact

Previous research in second language writing has shown that when scoring performance assessments even trained raters can exhibit significant differences in severity. When raters disagree, using discussion to try to reach a consensus is one popular form of score resolution, particularly in contexts with limited resources, as it does not require adjudication by at third rater. However, from an assessment validation standpoint, questions remain about the impact of negotiation on the scoring inference of a validation argument (Kane, 2006, 2012). Thus, this mixed-methods study evaluates the impact of score negotiation on scoring consistency in second language writing assessment, as well as negotiation’s potential contributions to raters’ understanding of test constructs and the local curriculum. Many-faceted Rasch measurement (MFRM) was used to analyze scores ( n = 524) from the writing section an EAP placement exam and to quantify how negotiation affected rater severity, self-consistency, and bias toward individual categories and test takers. Semi-structured interviews with raters ( n = 3) documented their perspectives about how negotiation affects scoring and teaching. In this study, negotiation did not change rater severity, though it greatly reduced measures of rater bias. Furthermore, rater comments indicated that negotiation supports a nuanced understanding of the rubric categories and increases positive washback on teaching practices.

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