scholarly journals The nature of teacher feedback in second language (L2) writing classrooms: A study on some private universities in Bangladesh

2011 ◽  
Vol 1 (1) ◽  
pp. 31-48
Author(s):  
Md Ziaul Karim ◽  
Taslima Irine Ivy
Keyword(s):  
Second Language ◽  
Private Universities ◽  
Vital Role ◽  
L2 Writing ◽  
Teacher Feedback ◽  
Process Writing ◽  
Student Writing ◽  
Writing Teachers ◽  
Effective Strategies ◽  
Writing Feedback

The core task of second language (L2) writing teachers is to help students become efficient writers by building up student confidence and providing effective strategies to improve student writing. Teacher feedback given during various stages of process writing can play a vital role in this respect. This paper tried to find out the prevalent forms and nature of teacher feedback in L2 writing classrooms of some private Universities (e.g. dominant forms of feedback, the effect of feedback, amount of importance attached to feedback sessions, attitude towards students in the process & teacher training on feedback). At the same time it also looked into the effect of feedback on students (whether students view feedback as important, what kinds of feedback students prefer, what they expect from the teacher & whether they feel positive about feedback). Based on these findings some suggestions based on recent literature were added to help improve feedback methods according to one's context.Key words: Feedback to L2 writing; Feedback in ESL/EFL classroom; Feedback nature and type in Bangladesh.DOI: 10.3329/jbayr.v1i1.6837Journal of Bangladesh Association of Young Researchers Vol.1(1) 2011 pp.31-48

STUDENT METACOGNITIVE AWARENESS IN L2 WRITING: COMPETENCE VS. PERFORMANCE

2020 ◽  
pp. 119-138
Author(s):  
Branka Milenkovic
Keyword(s):  
Decision Making ◽  
Second Language ◽  
Academic Writing ◽  
English Language ◽  
Teaching Practice ◽  
L2 Writing ◽  
Metacognitive Awareness ◽  
Student Writing ◽  
Common Belief ◽  
Essay Writing

Writing in a second language certainly embodies constraints that are not met in L1 writing due to numerous decisions L2 learners make while producing a text. Many researches have shown that L2 writing is largely based on decision-making with relation to form and search for appropriate words which make the writing process even more complex and time-consuming. Therefore, communicating with the readers through the use of metadiscourse poses an addi- tional obstacle in L2 writing. This paper is concerned with the use of metadiscourse markers in L2 student writing at the Department of English language, at the University of Kragujevac in Serbia. In essay writing research we frequently observe quantitative analysis of specific lan- guage items, however, in this research, we attempt to juxtapose the quantifiable metadiscourse items in student writing with their thinking processes and decision-making while composing. Thus, the research correlates three insights, one being the students’ liability to deep writing, which relies on their metacognitive awareness in writing, established through the modified questionnaire of the Inventory of Processes in College Composition (Lavelle and Zuercher 2001) and based on previous research (Milenkovic & Lojanica 2015). Students’ responses are then correlated with the analysis of 33 student essays on behalf of the use of metadiscourse mark- ers based on A model of metadiscourse in academic texts established by Hyland and Tse (2004). Finally, the students’ metacognitive awareness in writing is analyzed through an introspective questionnaire with the aim to yield qualitative responses in relation to their cognitive ability to reflect upon their writing. The results of the study confirm the common belief that using metadiscourse features is a constraint in L2 writing. Evidently there is a disproportion between the metadiscourse items students use in writing with relation to what they believe that they use and students have displayed more metacognitive awareness in relation to interactive resources as opposing to the interactional resources in academic writing. Implications of the results may establish a basis for a modified teaching practice in second language writing instruction with the aim to enhance students’ communicative competence in writing.

scholarly journals The Effects of Immediate Versus Delayed Teacher Feedback on L2 Writing

2021 ◽  
Vol 9 (3) ◽  
pp. p69
Author(s):  
Du Yi
Keyword(s):  
Writing Process ◽  
Delayed Feedback ◽  
L2 Writing ◽  
Teacher Feedback ◽  
Student Writing ◽  
Immediate Feedback ◽  
Feedback Group ◽  
Oral Feedback ◽  
Adult Esl ◽  
Effects Of Feedback

This study examined the differential effects of immediate versus delayed teacher feedback. It attempted to explore how best to give feedback on student writing. The focus was on the effects of feedback on the use of cohesive devices in L2 writing. Immediate feedback was provided during the writing process, while delayed feedback was operationalized after the completion of drafts. Six adult ESL learners were divided into two groups: an immediate feedback group and a delayed feedback group. The learners conducted two writing tasks and received feedback at different stages of the writing process. The results revealed that providing immediate oral feedback by asking questions during the writing process was a more effective way of responding to student writing and that it could benefit not only high proficiency students but also those who were at low proficiency level with no awareness of their writing problems.

scholarly journals Machine translations revisited: issues and treatment protocol

2010 ◽  
Vol 34 (3) ◽  
pp. 25
Author(s):  
Harry Harris
Keyword(s):  
Second Language ◽  
Machine Translation ◽  
Treatment Protocol ◽  
Target Language ◽  
Process Writing ◽  
Writing Teachers ◽  
Writing Assignments ◽  
Quality Issue ◽  
Pedagogical Issue ◽  
Language Problems

Machine translation (MT) is a pedagogical issue in second language (SL) writing because student use means less engagement with the target language and diminished chances to learn it. It is also a quality issue because current MT technology is imperfect. This paper examines these issues, arguing that the current research-backed process writing methodology does not generally support student submissions of MTs for writing assignments. It also demonstrates several language problems resulting from MTs. Although MT can be valuable for business, government, and personal purposes, SL writing teachers should discourage student use of the technology. 機械翻訳（MT）は第2言語（SL）ライティング学習における教育上の問題となっている。その使用により、学習者が目標言語（TL）に関わることがより少なくなり、その言語を学ぶ機会を減少させるからである。また、現在のMT技術は不完全であり、その質も問題である。本論ではこれらの問題を考察し、現在の研究に裏づけされたプロセス・ライティング方法論は一般的に、学習者のMTを使ったライティング課題提出を支持しないと論ずる。また、MTにより生ずる数々の問題も実証する。MTはビジネス、行政や個人的な目的には大変役立つかもしれないが、SLライティング指導者は、学習者にMT使用を止めさせるようにすべきである。

scholarly journals Distinguish L2 Writing Tension from Anxiety

2017 ◽  
Vol 7 (5) ◽  
pp. 39
Author(s):  
Min-hsiu Tsai
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Peer Review ◽  
L2 Writing ◽  
Writing Teachers ◽  
Writing Anxiety ◽  
Foreign Language Writing ◽  
Language Writing ◽  
Pragmatic Aspect ◽  
Anxiety Questionnaire

Current research on second language (L2) anxiety solely deals with the vague fears. Those research results do notreflect L2 learners’ real concerns or furthermore help them to reduce the “tension” rather than anxiety. The researcherconsiders the need to distinguish L2 writing tension from L2 writing anxiety. Furthermore, this study attempts toinfuse the pragmatic aspect by adding two categories of questions related to actual situations and classroom activitiesto the Foreign Language Writing Anxiety Questionnaire (Tsai, 2012). The results of the Bivarited correlation testsshow both the inter-category and intra-category reach the significant level at .05 or better. Thus, the New ForeignLanguage Writing Anxiety Questionnaire (NFLWAQ, Appendix 1) is formed. Notably, the L2 writing tension in thisstudy is significantly higher than the foreign language writing anxiety in the overall group as well as every individualgroup at the significant level of .05 or better. The results indicate that the participants worry about real situations andclassroom activities more than the vague fears from nowhere. The peer review activity is recognized as the leastpressure source that L2 writing teachers might want to practice it from time to time to reduce students’ tension. 

Integrating process and genre into the second language writing classroom: Research into practice

2013 ◽  
Vol 46 (3) ◽  
pp. 382-393 ◽  
Author(s):  
Juval V. Racelis ◽  
Paul Kei Matsuda
Keyword(s):  
Second Language ◽  
Second Language Writing ◽  
Teacher Educator ◽  
L2 Writing ◽  
Writing Classroom ◽  
Writing Teachers ◽  
Complex Needs ◽  
Language Writing ◽  
Writing Instructors ◽  
The Voice

The field of second language (L2) writing has moved beyond the false dichotomies between process- and genre-based pedagogies perpetuated in the 1980s and 1990s, but there has still been little research on how the two are actually reconciled in the classroom. Consequently, L2 writing instructors are left with an incomplete picture, unsure how to incorporate such research into their own classrooms. This paper describes how one teacher, Juval, encountered the research on process- and genre-based pedagogies and negotiated his understanding of this research into his practice. Alongside Juval's voice is the voice of a teacher educator, Paul, setting these frameworks in the context of larger developments in the field of L2 writing. Their discussion takes Juval from his initial view of writing as a grammar-elicitation task to his resort to research for answers to the complex needs of his students. With further support from colleagues, Juval reaches a place where the two pedagogies are not only reconciled but work together to prepare his students for their writing tasks. His narrative chimes with the experience of many L2 writing teachers and should inspire novice and experienced teachers to reflect on their relationship with theory and research.

scholarly journals Written Corrective Feedback: The Practitioners’ Perspective

2010 ◽  
Vol 10 (2) ◽  
pp. 47 ◽  
Author(s):  
Norman W. Evans ◽  
K. James Hartshorn ◽  
Emily Allen Tuioti
Keyword(s):  
Second Language Writing ◽  
Corrective Feedback ◽  
Writing Pedagogy ◽  
L2 Writing ◽  
Writing Classroom ◽  
Writing Teachers ◽  
Written Corrective Feedback ◽  
Language Writing ◽  
Fundamental Research ◽  
Research Questions

Considerable attention has been given to written corrective feedback (WCF) in second language writing (L2) over the past several decades. One of the central questions has focused on the appropriateness of its use in L2 writing. In these academic discussions, scholars frequently describe how WCF is utilized in the classroom. However, many of these claims of teacher practice have no research base, since few studies have actually asked teachers what place WCF has in their writing classroom (Ferris, et al., in press/2011a; Ferris, et al., in press/2011b; Hyland, 2003; Lee, 2004). This paucity of data from teachers about their WCF practices is problematic. Understanding teacher perspectives on corrective feedback is integral to our understanding the place of WCF in L2 writing pedagogy. Accordingly, this article reports on a study that asks two fundamental research questions: (a) To what extent do current L2 writing teachers provide WCF? and (b) What determines whether or not practitioners choose to provide WCF? These questions were answered by means of an international survey completed by 1,053 L2 writing practitioners in 69 different countries. Results suggest that WCF is commonly practiced in L2 pedagogy by experienced and well-educated L2 practitioners for sound pedagogical reasons.

Summary Writing: A Tool to Improve Student Comprehension and Writing in Psychology

1995 ◽  
Vol 22 (2) ◽  
pp. 113-115 ◽  
Author(s):  
Sally A. Radmacher ◽  
Elizabeth Latosi-Sawin
Keyword(s):  
Text Comprehension ◽  
Student Writing ◽  
Final Exam ◽  
Summary Writing ◽  
Effective Strategies ◽  
Student Comprehension ◽  
Writing Students ◽  
Curriculum Director ◽  
Reading Text ◽  
The Mean

A psychology instructor and a Writing Across the Curriculum director used summary writing to improve text comprehension and develop student writing skills. The mean score on the final exam for the class with summary writing was 8% higher than the mean score of the class without summary writing. Students evaluated these activities as effective tools to (a) learn the content of the course; (b) develop more effective strategies for reading text; and (c) make their own writing clearer, more concise, and more accurate.

scholarly journals Student expectations of TESOL Programs

2006 ◽  
Vol 29 (1) ◽  
pp. 4.1-4.21
Author(s):  
Sarbari Bordia ◽  
Lynn Wales ◽  
Jeffery Pittam ◽  
Cindy Gallois
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Vital Role ◽  
Teaching Methodology ◽  
Student Expectations ◽  
Course Content ◽  
Affective Factors ◽  
Speakers Of Other Languages ◽  
And Performance

Most practitioners teaching English to speakers of other languages (TESOL) will agree that students come with some expectations about course content and teaching methodology and that these expectations play a vital role in student motivation and learning. However, the study of student expectations has been a surprising omission from Second Language Acquisition research. In the studies reported here, we develop a model of student expectations by adapting the Expectation Disconfirmation paradigm, widely used in consumer psychology. Student and teacher perspectives on student expectations were gathered by interviews. Responses shed light on the nature of expectations, factors causing expectations and effects of expectation fulfilment (or lack of it). The findings provide new avenues for research on affective factors as well as clarify some ambiguities in motivational research in second language acquisition. The model presented here can be used by teachers or institutions to conduct classroom-based research, thus optimising students’ learning and performance, and enhancing student morale.

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