Exploring Innovation in Second Language Writing Teaching

2019 ◽  
pp. 63-83
Author(s):  
Trinh Ngoc Thanh
Keyword(s):  
Second Language ◽  
Teaching Practices ◽  
Text Comprehension ◽  
L2 Writing ◽  
Future Research ◽  
Innovative Teaching ◽  
Language Writing ◽  
Reading Text ◽  
Qualitative Exploration ◽  
Constant Comparative Analysis

A general aim of the present study is to address the issue of what constitutes the concept of innovation from teacher cognition in the context of second language (L2) writing. This study presents a qualitative exploration into the innovative teaching practices of six Vietnamese EFL teachers coming from three emphases of L2 writing teaching instruction: L2 writing teaching with an emphasis on (1) language skills development, (2) reading text comprehension, and (3) focused textual features. Employing constant comparative analysis into finding interpretations, this study sets the focus on exploring the teaching background of the participants and the dimension of how teacher self-efficacy has an influence on teacher implementation of innovative L2 writing teaching practices. Findings from the study suggest patterns of teacher concerns and teacher thinking of in their L2 writing teaching practices. Further implications are discussed in line with future research and teaching development.

SECOND LANGUAGE WRITING RESEARCH AND WRITTEN CORRECTIVE FEEDBACK IN SLA

2010 ◽  
Vol 32 (2) ◽  
pp. 181-201 ◽  
Author(s):  
Dana R. Ferris
Keyword(s):  
Second Language ◽  
Second Language Writing ◽  
Corrective Feedback ◽  
L2 Writing ◽  
Future Research ◽  
Linguistic Features ◽  
Student Writers ◽  
Written Corrective Feedback ◽  
Language Writing ◽  
History Of

For more than a decade now, a great deal of research has been done on the topic of written corrective feedback (CF) in SLA and second language (L2) writing. Nonetheless, what those research efforts really have shown as well as the possible implications for practice remain in dispute. Although L2 writing and SLA researchers often examine similar phenomena in similar ways, they do not necessarily ask the same questions. SLA-focused researchers investigate whether written CF facilitates the acquisition of particular linguistic features. In contrast, L2 writing researchers generally emphasize the question of whether written CF helps student writers improve the overall effectiveness of their texts. Understanding these differences in starting points is important because it provides a possible explanation for the conflicting methodologies and conclusions of various reviews on this topic (e.g., Ferris, 2003, 2004; Truscott, 1996, 2007). This article briefly traces the history of these two parallel lines of research on written CF and notes both contrasts and convergences. It then moves to a focused discussion of the possible implications and applications of this body of work for the L2 language and writing classroom and for future research efforts.

scholarly journals The effects of blog-mediated peer feedback on learners’ motivation, collaboration, and course satisfaction in a second language writing course

2014 ◽  
Vol 30 (6) ◽  
Author(s):  
Haisen Zhang ◽  
Wei Song ◽  
Suping Shen ◽  
Ronghuai Huang
Keyword(s):  
Second Language ◽  
Collaborative Writing ◽  
Peer Feedback ◽  
L2 Writing ◽  
Course Satisfaction ◽  
Future Research ◽  
Self Reflection ◽  
Self Confidence ◽  
Language Writing ◽  
Writing Competence

<p>This paper reported on a study of using blogs as out-of-class assignments for the development of learners’ writing competence. There were 36 students of English majors from an intact second language (L2) writing class participating in this study. A mixed method design was employed to obtain both quantitative and qualitative data. The results showed that blog-based peer feedback had a statistically significant positive correlation with learners’ motivation, collaboration, and course satisfaction. The findings also revealed that the feedback was conducive to learners’ self-reflection and self-confidence in L2 writing and could give rise to an enhanced L2 writing experience. The study concludes that group collaborative writing via blogging can not only encourage collaboration and self-reflection but also engage learners in noticing and co-construction of knowledge. Pedagogical implications and challenges are addressed and suggestions for future research are advanced.</p>

Peer feedback in second language writing (2005–2014)

2016 ◽  
Vol 49 (4) ◽  
pp. 461-493 ◽  
Author(s):  
Shulin Yu ◽  
Icy Lee
Keyword(s):  
Second Language ◽  
Group Dynamics ◽  
Second Language Writing ◽  
Peer Feedback ◽  
L2 Writing ◽  
Future Research ◽  
Cultural Issues ◽  
Computer Mediated ◽  
Language Writing ◽  
Critical Interpretation

This article reviews research on peer feedback in second language (L2) writing published in the last decade (i.e. 2005–2014). We analyse first the theoretical underpinnings that have informed both peer feedback research and the pedagogical use of peer feedback in L2 writing instruction. We also provide a critical interpretation of existing peer feedback research and discuss seven important themes emerging from the literature, that is, (1) effectiveness of peer feedback compared with teacher and self-feedback; (2) benefits of peer feedback for feedback-givers; (3) computer-mediated peer feedback; (4) peer feedback training; (5) student stances and motives; (6) peer interaction and group dynamics; and (7) cultural issues in peer feedback. Next, we examine the contextual and methodological issues in peer feedback research and then conclude the article with implications for future research.

scholarly journals Plagiarism in second-language writing

2014 ◽  
Vol 47 (3) ◽  
pp. 269-302 ◽  
Author(s):  
Diane Pecorari ◽  
Bojana Petrić
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Writing ◽  
L2 Writing ◽  
Future Research ◽  
Writing Research ◽  
Language Writing ◽  
L1 And L2 Writing ◽  
L1 And L2

Plagiarism is a broad and multidisciplinary field of study, and within second-language (L2) writing, research on the topic goes back to the mid-1980s. In this review article we first discuss the received view of plagiarism as a transgressive act and alternative understandings which have been presented in the L1 and L2 writing literature. We then survey and identify salient themes in the growing body of work relating to plagiarism, primarily from an L2 writing/applied linguistic perspective. These themes include terminological distinctions; views of the role of textual plagiarism in language learning and a writer's development; a concern with students’ and teachers’ sometimes differing understanding of plagiarism; and disciplinary differences in perceptions of plagiarism. We review research into the role of the electronic media in changing orientations toward plagiarism, the potential role of culture as a cause of plagiarism in the work of L2 writers, and pedagogical approaches to guiding students away from plagiarism. Methodological issues in researching plagiarism are surveyed, and the article concludes by suggesting directions for future research.

scholarly journals Teacher Electronic Written Corrective Feedback, Trends and Future Directions

2021 ◽  
Vol 12 (3) ◽  
pp. 308-322
Author(s):  
Omar Abdullah Altamimi ◽  
Mona Masood
Keyword(s):  
Second Language ◽  
Second Language Writing ◽  
Corrective Feedback ◽  
Future Research ◽  
Esl Students ◽  
Esl Writing ◽  
Esl Teachers ◽  
Written Corrective Feedback ◽  
Language Writing

The past two decades witnessed increased attention in the role of Written Corrective Feedback (WCF) in improving the English as a second language(ESL) students’ written linguistic accuracy. Several methods were suggested, including the use of the electronic means of providing corrective feedback. The electronic methods proved to be effective despite the limited numbers and contexts. However, the extent of these studies is still unknown. Furthermore, no comprehensive review of the studies had been conducted to date. This systematic literature review will identify and classify the research on providing ESL teachers with Electronic Written Corrective Feedback (EWCF). A survey of several experimental and analytical studies that focused on testing the effect of different methods of EWCF on ESL students was conducted, covering the period between 2006 and 2020. Two major groups of studies emerged from this research, and several gaps were identified. The research concluded with several recommendations regarding the potential tracks for future research on EWCF. The current research will serve as a guideline for ESL writing practitioners and researchers on future teacher corrective feedback in second language writing.

Peer and teacher assessment of second-language writing in high- and low-stakes conditions

2020 ◽  
Author(s):  
Amir Rezaei ◽  
Khaled Barkaoui
Keyword(s):  
Second Language ◽  
Second Language Writing ◽  
Peer Assessment ◽  
Teacher Assessment ◽  
Future Research ◽  
High Stakes ◽  
Language Writing ◽  
Efl Students ◽  
Rater Severity ◽  
Rating Criteria

Abstract This study aimed to compare second-language (L2) students’ ratings of their peers’ essays on multiple criteria with those of their teachers’ under different assessment conditions. Forty EFL teachers and 40 EFL students took part in the study. They each rated one essay on five criteria twice, under high-stakes and low-stakes assessment conditions. Multifaceted Rasch Analysis and correlation analyses were conducted to compare rater severity and consistency across rater groups, rating criteria and assessment conditions. The results revealed that there was more variation in students’ ratings than the teachers’ across assessment conditions. Additionally, both rater groups had different degrees of severity in assessing different criteria. In general, students were significantly more severe on language use than were teachers; whereas teachers were significantly more severe than were peers on organization. Student and teacher severity also varied across rating criteria and assessment conditions. The findings of this study have implications for planning and implementing peer assessment in the L2 writing classroom as well as for future research.

The Effects of Pre-Task Planning on Second Language Writing: A Systematic Review of Experimental Studies

2021 ◽  
Vol 44 (2) ◽  
pp. 131-165
Author(s):  
Rod Ellis
Keyword(s):  
Second Language ◽  
Second Language Writing ◽  
Experimental Studies ◽  
Future Research ◽  
Task Planning ◽  
Writing Quality ◽  
Moderating Variables ◽  
Online Planning ◽  
Language Writing ◽  
The Impact

Abstract There are both pedagogical and theoretical grounds for asking second language writers to plan before they start writing. The question then arises whether pre-task planning (PTP) improves written output. To address this question, this article reviewed 32 studies by comparing the effect of PTP either with no planning or with unpressured online planning (OLP). These studies also investigated the moderating effect of variables relating to the writer participants, the nature of the planning, and the writing tasks. The main findings are: (1) There is no clear evidence that PTP leads to better overall writing quality when this is measured using rating rubrics, (2) PTP generally results in more fluent writing, (3) its impact on syntactical and lexical complexity is inconsistent and negligible, (4) OLP does sometimes result in increased linguistic accuracy, and (5) there is insufficient evidence to reach clear conclusions about the role that moderating variables have on the impact of PTP, but the results suggest that collaborative (as opposed to individual planning) can lead to increased accuracy and that PTP tends to lead to more complex language when the writing task is a complex one. The article concludes with a set of principles to ensure better quality research and three general proposals for the kind of future research needed.

scholarly journals Second Language Writing and Assessment: Voices from Within the Saudi EFL Context

2017 ◽  
Vol 10 (6) ◽  
pp. 174 ◽  
Author(s):  
Rana Obeid
Keyword(s):  
Second Language ◽  
Writing Assessment ◽  
Second Language Writing ◽  
Research Study ◽  
Future Research ◽  
Small Scale ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Language Writing ◽  
Efl Students

This small scale, quantitatively based, research study aimed at exploring one of the most debated areas in the field of Teaching English to Speakers of Other Languages (TESOL); and that is, the perceptions and attitudes of English as a Foreign Language (EFL) teachers as well as EFL learners at an English Language Institute (ELI) at a major university in the Western region of Saudi Arabia, King Abdulaziz University, towards second language writing assessment. The research study involved, randomly selected twenty-two EFL teachers and seventy-eight EFL students between the period of September 2016 and December 2016. Two, purposefully designed, twenty-item, Likert scale questionnaires were distributed amongst the teachers and students. One for the participating EFL teachers and one for the participating EFL students. Data analysis using descriptive statistical methods indicated several concerns which EFL teachers and students have with regards to the writing assessment in general and to the obstacles EFL teachers face when teaching and assessing writing. In addition, there was an indication of general resentments and strong feelings amongst the EFL students where the majority indicated that they are sometimes graded unfairly and writing assessment should take another, more holistic approach rather a narrow one. The study makes recommendations for future research.

scholarly journals Revision in Second Language Writing: What Teachers Need to Know

2007 ◽  
Vol 25 (1) ◽  
pp. 81 ◽  
Author(s):  
Khaled Barkaoui
Keyword(s):  
Second Language ◽  
Instructional Practices ◽  
Second Language Writing ◽  
L2 Writing ◽  
Language Writing

This article reviews theories and research on revision in second-language (L2) writing. It examines how and what L2 writers revise, compares the revision practices of skilled and unskilled L2 writers, and suggests instructional practices to help learners improve their L2 revision skills.

scholarly journals Enhancing Second Language Writing Self-regulation Through Self-assessment and Peer-assessment: A Case of Iranian EFL Learners

2019 ◽  
Vol 8 (3) ◽  
pp. 110
Author(s):  
Jalil Fathi ◽  
Sara Mohebiniya ◽  
Saeed Nourzadeh
Keyword(s):  
Second Language ◽  
Second Language Writing ◽  
Peer Assessment ◽  
Self Regulation ◽  
L2 Writing ◽  
The Self ◽  
Self Assessment ◽  
Efl Learners ◽  
Language Writing ◽  
Assessment Activities

The purpose of the present study was to investigate the effect of self-assessment and peer-assessment activities on second language (L2) writing self-regulation of Iranian English-as-a-foreign-language (EFL) learners. For this purpose, a sample of forty-six English major students from two intact classes at an Iranian Islamic Azad University were recruited as the participants of the present study. Then, the two classes were randomly assigned to a self-assessment group (N=22) and a peer-assessment group (N=24). The self-assessment group was instructed on the writing assessment criteria in order to self-assess their writing tasks and the peer-assessment group was trained on how to assess the writings of their peers. The treatment carried out for the self-assessment and peer-assessment groups lasted for a period of one university semester. The data was collected through Second Language Writing Self-regulation (SLWS) administered as the pre-test and post-test of the study. The results obtained from the data analysis indicated that both self-assessment and peer-assessment were conducive in enhancing L2 writing self-regulation of the participants. Nevertheless, further analysis of the data indicated that the participants in the peer-assessment group were better than those in the self-assessment group with regard to writing self-regulation, suggesting that peer-assessment activities were more effective than the self-assessment activities in contributing to enhancing writing self-regulation of the EFL learners. The justification of the findings and their implications for L2 writing pedagogy are also discussed.

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