scholarly journals Technology and Second Language Writing

2014 ◽  
pp. 1586-1600
Author(s):  
Soobin Yim ◽  
Mark Warschauer
Keyword(s):  
Second Language ◽  
Technology Use ◽  
Second Language Writing ◽  
Native Speakers ◽  
Research Focus ◽  
Educational Benefits ◽  
Language Writing ◽  
Native Speakers Of English ◽  
Literacy And Technology ◽  
Relationship Of

This chapter aims to synthesize research on technology and second language writing through the lenses of three common and broad discourses surrounding literacy and technology: achievement, change, and power (modified from Warschauer & Ware, 2008). The authors discuss the meaning and relationship of each perspective to the field of technology and second language writing as well as provide an overview of recent research under each category. This framework-based analysis sheds new light on current research, offering researchers and teachers an opportunity to consider the weaknesses and strengths of each research focus as well as the gaps in the literature. Through examining the interwoven relationship between technology and second language writing under different perspectives, the authors ultimately aim to explore the ways we can maximize the educational benefits of technology use for non-native speakers of English.

Technology and Second Language Writing

2013 ◽  
pp. 298-312
Author(s):  
Soobin Yim ◽  
Mark Warschauer
Keyword(s):  
Second Language ◽  
Technology Use ◽  
Second Language Writing ◽  
Native Speakers ◽  
Research Focus ◽  
Educational Benefits ◽  
Language Writing ◽  
Native Speakers Of English ◽  
Literacy And Technology ◽  
Relationship Of

This chapter aims to synthesize research on technology and second language writing through the lenses of three common and broad discourses surrounding literacy and technology: achievement, change, and power (modified from Warschauer & Ware, 2008). The authors discuss the meaning and relationship of each perspective to the field of technology and second language writing as well as provide an overview of recent research under each category. This framework-based analysis sheds new light on current research, offering researchers and teachers an opportunity to consider the weaknesses and strengths of each research focus as well as the gaps in the literature. Through examining the interwoven relationship between technology and second language writing under different perspectives, the authors ultimately aim to explore the ways we can maximize the educational benefits of technology use for non-native speakers of English.

scholarly journals Anxiety and Writing Ability of Filipino ESL Learners

2020 ◽  
Vol 3 (7) ◽  
pp. 126-132
Author(s):  
Ryan P. Kabigting ◽  
Allan S. Gumangan ◽  
Dhonna P. Vital ◽  
Ella Shiela V. Villanueva ◽  
Evelyn S. Mosuela ◽  
...  
Keyword(s):  
Second Language ◽  
Second Language Writing ◽  
English As Second Language ◽  
Writing Anxiety ◽  
Writing Ability ◽  
Language Writing ◽  
And Performance ◽  
Written Test ◽  
Relationship Of ◽  
Esl Learners

The study aimed at describing how L2 anxiety of writing affected the Filipino English as Second Language (ESL) learners’ ability in writing. It also showed the anxiety rates, foremost type; then, the learners’ writing ability. Thirty-three grade 10 ESL learners participated in. The utilization of Second Language Writing Anxiety Inventory (SLWAI) which was proposed by Cheng, and a written test as one of the requirements of their subject was done for data collection. 82% of learners marked high anxiety in writing, 18% was moderate anxiety, and none was recorded low anxiety. The leading type of anxiety in writing was cognitive; then the somatic; lastly, the avoidance behavior.  In the writing ability, learners were satisfactorily rated and male and female writing ability did not significantly differ. A negatively low correlated, inverse relationship of SLWAI and performance was found between anxiety in writing and Filipino ESL learners’ ability in writing using a second or foreign language. This implies that the greater the learners were anxious in writing, the lesser the achievement that a learner may have.

scholarly journals An Examination of Relative Clauses in Argumentative Essays Written by EFL Learners

2018 ◽  
Vol 4 (4) ◽  
pp. 77-87
Author(s):  
Hesamoddin Shahriari ◽  
Farzaneh Shadloo ◽  
Ahmad Ansarifar
Keyword(s):  
Relative Clauses ◽  
Second Language Writing ◽  
Native Speakers ◽  
Native Speaker ◽  
Writing Classroom ◽  
Language Writing ◽  
Native Speakers Of English ◽  
Different Dimensions ◽  
Argumentative Essays ◽  
Grammatical Structures

Syntactic complexity has received a great deal of attention in the literature on second language writing. Relative clauses, which function as a kind of noun phrase post-modifier, are among those structures that are believed to contribute to the complexity of academic prose. These grammatical structures can pose difficulties for EFL writers even at higher levels of proficiency, and it is therefore important to determine the frequency and accuracy with which relative clauses are used by L2 learners since understanding learners’ strengths and weaknesses in using these structures can inform teachers on ways to improve the process of their instruction in the writing classroom. This paper reports on a corpus-based comparison of relative clauses in a number of argumentative essays written by native and non-native speakers of English. To this end, 30 argumentative essays were randomly selected from the Persian sub-corpus of the ICLE and the essays were analyzed with respect to the relative clauses found in them. The results were then compared to a comparable corpus of essays by native speakers. Different dimensions regarding the structure of relative clauses were investigated. The type of relative clause (restrictive/non-restrictive), the relativizer (adverbial/pronoun), the gap (subject/non-subject), and head nouns (both animate and non-animate) in our two sets of data were manually identified and coded. The findings revealed that the non-native writers tended to use a greater number of relative clauses compared to their native-speaker counterparts.

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