Peer Feedback on Second Language Writing through Blogs

2012 ◽  
Vol 2 (1) ◽  
pp. 13-23 ◽  
Author(s):  
Phuong Thi Tuyet Nguyen
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Second Language Writing ◽  
Teaching Practice ◽  
Student Responses ◽  
Peer Revision ◽  
Positive Attitudes ◽  
Language Writing ◽  
Students First ◽  
Efl Students

This study explores how Vietnamese EFL students view blogs as tools with which to practise writing, examines whether student comments assist in peer revision, and evaluates whether peer comments result in substantive revisions of written drafts. Participants in this study included 11 students in an English-as-a-Foreign-Language (EFL) classroom in Vietnam. Data collected included students’ first and final drafts for two writing topics, comments posted online, and student responses to a questionnaire. Student responses to the questionnaire were analysed and their comments were coded as revision-oriented or non-revision-oriented (Liu & Sadler, 2003). This study’s findings indicate that most students expressed positive attitudes toward using blogs to practise second language (L2) writing and that most students made revision-oriented comments on their peers’ drafts. There is also evidence that students used their peers’ comments to revise their own final drafts. The implications of this study for language teaching practice are discussed.

Reading and writing

2004 ◽  
Vol 37 (1) ◽  
pp. 62-66
Keyword(s):  
New York ◽  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Writing ◽  
Applied Linguistics ◽  
Computer Assisted ◽  
Research Journal ◽  
Language Writing ◽  
British Educational Research Journal

04–64Andrews, Richard (U. of York, UK). Where next in research on ICT and literacies?English in Education (Sheffield, UK), 37, 3 (2003), 28–41.04–65Beard, Roger (Leeds U., UK; Email: [email protected]). Not the whole story of the national literacy strategy: a response to Dominic Wyse. British Educational Research Journal (London, UK), 29, 6 (2003), 917–928.04–66Bournot-Trites, M. and Seror, J. (University of British Columbia, Canada; Email: [email protected]). Students' and teachers' perceptions about strategies which promote proficiency in second language writing. Revue Canadienne de Linguistique Appliquée/Canadian Journal of Applied Linguistics (Ottawa, Canada), 6, 2 (2003), 129–157.04–67Gardner, Dee (Brigham Young University, USA). Vocabulary input through extensive reading: a comparison of words found in children's narrative and expository reading materials. Applied Linguistics (Oxford, UK), 25, 1 (2004), 1–37.04–68Hu, Jim (U. College of the Cariboo, Canada). Thinking languages in L2 writing: research findings and pedagogical implications. TESL Canada Journal/Revue du TESL Canada (Burnaby, Canada), 21, 1 (2003), 39–63.04–69Jarvis, Scott (Ohio University, USA; Email: [email protected]), Grant, Leslie, Bikowski, Dawn and Ferris, Dana. Exploring multiple profiles of highly rated learner compositions. Journal of Second Language Writing (New York, USA), 12, 4 (2003), 377–403.04–70Mihwa Chung, Teresa and Nation, Paul (Victoria University of Wellington, NZ). Technical vocabulary in specialised texts. Reading in a Foreign Language (Hawai'i, USA), 15, 2 (2003), 103–116.04–71Ndiaye, M. and Vandeventer Faltin, A. (University of Geneva, Switzerland; Email: [email protected]). A spell checker tailored to language learners. Computer Assisted Language Learning (Lisse, The Netherlands), 16, 2–3 (2003), 213–232.04–72Pecorari, Diane (Stockholm University, Sweden; Email: [email protected]). Good and original: Plagiarism and patchwriting in academic second-language writing. Journal of Second Language Writing (New York, USA), 12, 4 (2003), 317–345.04–73Ridgway, Tony (Queen's U., UK). Literacy and foreign language reading. Reading in a Foreign Language (Hawai'i, USA), 15, 2 (2003), 117–129.04–74Shi, L., Wang, W. and Wen, Q. (University of British Columbia, Canada; Email: [email protected]). Teaching experience and evaluation of second-language students' writing. Revue Canadienne de Linguistic Appliquée/Canadian Journal of Applied Linguistics (Ottawa, Canada), 6, 2 (2003), 219–236.04–75Stuart, Morag (U. of London; Email: [email protected]). Getting ready for reading: a follow-up study of inner city second language learners at the end of Key Stage 1. British Journal of Educational Psychology (Leicester, UK), 74 (2004), 15–36.04–76Stuart, Morag (U. of London, UK; Email: [email protected]), Dixon, Maureen, Masterson, Jackie and Gray, Bob. Children's early reading vocabulary: description and word frequency lists. British Journal of Educational Psychology (Leicester, UK), 73 (2003), 585–598.04–77Takagaki, Toshiyuki.The revision patterns and intentions in L1 and L2 by Japanese writers: a case study. TESL Canada Journal/Revue TESL du Canada (Burnaby, Canada), 21, 1 (2003), 22–38.04–78Van de Poel, K. and Swanepoel, P. (Centre for Language and Speech, University of Antwerp, Belgium; Email: [email protected]). Theoretical and methodological pluralism in designing effective lexical support for CALL. Computer Assisted Language Learning (Lisse, The Netherlands), 16, 2–3 (2003), 173–211.04–79Wang, Lurong (University of Toronto, Canada; Email: [email protected]). Switching to first language among writers with differing second-language proficiency. Journal of Second Language Writing (New York, USA), 12, 4 (2003), 347–375.04–80Warner, Lionel (Newlands Girls' School, Maidenhead, UK). Wider reading. English in Education (Sheffield, UK), 37, 3 (2003), 13–18.04–81Williams, Mary (Brunel U., UK). The importance of metacognition in the literacy development of young gifted and talented children. Gifted Education International (Bicester, UK), 17, 3 (2003).04–82Wyse, Dominic (Liverpool John Moores U., UK; Email: [email protected]). The national literacy strategy: a critical review of empirical evidence. British Educational Research Journal (London, UK), 29, 6 (2003), 903–916.

ANNOTATED BIBLIOGRAPHY OF SCHOLARSHIP IN SECOND LANGUAGE WRITING: 1993–1997. Tony Silva, Colleen Brice, and Melinda Reichelt. Westport, CT: Ablex, 1999. Pp. xii + 209. $73.95 cloth, $39.50 paper.

2001 ◽  
Vol 23 (3) ◽  
pp. 439-440
Author(s):  
Charlene G. Polio
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Second Language Writing ◽  
Annotated Bibliography ◽  
Journal Articles ◽  
Alphabetical Order ◽  
Language Writing

This annotated bibliography is a list of 676 journal articles, book chapters, dissertations, and ERIC documents related to the teaching and learning of second and foreign language writing. The list is a compilation of bibliographies published in the Journal of Second Language Writing during the years 1993–1997, with entries dating from 1991 to 1997. After a brief introduction, which includes the databases that were searched and the periodicals that were examined, the bibliography presents the entries in alphabetical order by author. Following an author index is a 23-page subject index to the entries.

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.

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.

What we need to know about student writers’ grammar learning and correction

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Chian-Wen Kao ◽  
Barry Lee Reynolds ◽  
(Mark) Feng Teng
Keyword(s):  
Second Language ◽  
Positive Attitude ◽  
Second Language Writing ◽  
Science And Technology ◽  
Negative Attitude ◽  
Student Writers ◽  
Grammar Correction ◽  
Grammar Learning ◽  
Language Writing ◽  
Efl Students

AbstractThe question of whether grammar learning and correction is effective for second language writing development depends on students’ needs and tendency to study grammar. While the extent of the influence of grammar learning, grammar correction, and learner beliefs on second language writing for English as a second language settings and learners has been heavily debated, little of the research has considered the backgrounds and beliefs of English as a foreign language (EFL) learners. To explore factors that have influenced EFL students’ writing, the current study investigated beliefs regarding grammar learning and correction of 306 EFL students studying at universities of science and technology. An exploratory factor analysis was performed on questionnaire data gathered from the Taiwanese EFL student writers. The analysis uncovered four significant factors including (1) emphasis on the connection between grammar learning and writing, (2) positive attitude towards analyses of grammar rules, (3) positive attitude towards written correction, and (4) negative attitude towards oral correction. Qualitative data gathered through ten open-ended questions further indicated that EFL student writers welcomed teachers’ written correction of grammar errors especially when grammar correction was received for writing produced during writing tasks tailored to students’ future work-related needs. Pedagogical implications and future materials development for university of science and technology EFL student writers were discussed.

Considering what we know and need to know about second language writing

2012 ◽  
Vol 3 (1) ◽  
pp. 131-150 ◽  
Author(s):  
Diane Belcher,
Keyword(s):  
Second Language ◽  
Secondary School ◽  
Foreign Language ◽  
Knowledge Construction ◽  
Teaching And Learning ◽  
Second Language Writing ◽  
L2 Writing ◽  
The Past ◽  
Language Writing ◽  
Primary And Secondary School

AbstractThe relatively young field of second language (L2) writing has come a long way in the past few decades but still has far to go if it wishes to broaden its research foci to consider a greater diversity of writing contexts. As a largely pedagogically-motivated area, L2 writing has so far mainly focused on writing in English as a second language, especially that of young adults in English-medium universities. Far less investigated by L2 writing researchers have been the needs of younger L2 writers, at primary and secondary-school levels, and adults outside of universities. Still less examined have been the teaching and learning of writing in foreign language contexts, most notably in languages other than English. These gaps have important implications for knowledge construction in L2 writing.

scholarly journals The Emergence and Development of Syntactic Patterns in EFL Writing in a School Context: A Longitudinal Study

Languages ◽  
2019 ◽  
Vol 4 (2) ◽  
pp. 41
Author(s):  
M. Luz Celaya
Keyword(s):  
Second Language ◽  
Longitudinal Study ◽  
Foreign Language ◽  
Second Language Writing ◽  
School Context ◽  
Time Span ◽  
Production Data ◽  
Efl Writing ◽  
Language Writing ◽  
The Times

The present longitudinal study analyses the emergence and development of syntactic patterns in English as a Foreign Language (EFL) written production. Data were elicited by means of a paper and pencil task from sixteen school learners at three different times over a time span of 6 years. Studies in the area of Second Language Writing (SLW) have mainly focused on English as a second language and very few longitudinal studies have been carried out with low proficiency learners in a school context. To further contribute to the field, we have tried out a new measure of analysis, namely, the production of syntactic patterns. The results show that most learners produce both a wider variety and a higher number of patterns from one time to another, although statistically significant differences vary across patterns in relation to the times of data collection; secondly, it was found that the behaviour of two of the learners differed from that of the rest of the participants. It is concluded that in an instructional setting, the development of syntactic patterns in EFL writing as proficiency increases does not always show progression towards complexity and that it may be learner dependent.

scholarly journals Second Language Writing Anxiety of Indonesian EFL Students

2018 ◽  
Vol 12 (4) ◽  
pp. 357
Author(s):  
Reni Kusumaningputri ◽  
Tri Ayu Ningsih ◽  
Wisasongko Wisasongko
Keyword(s):  
Second Language ◽  
Second Language Writing ◽  
Time Pressure ◽  
Writing Anxiety ◽  
Causal Factors ◽  
Student Writers ◽  
Language Difficulties ◽  
Language Writing ◽  
Efl Students ◽  
Writing Practice

This research reported the types, as well as the causal factors of writing anxiety experienced by 44 volunteered Indonesian student writers from the first and second year of college. This research applied two questionnaires to get descriptions of types and causal factors of writing anxiety; Second Language Writing Anxiety Inventory (SLWAI) and Causes of Writing Anxiety Inventory (CWAI), and interview. The findings show that cognitive anxiety is found to be the most experienced type of writing anxiety among both students’ levels. There is a slight difference in the result of CWAI questionnaire in that three major causal factors of freshmen writing anxiety are language difficulties, time pressure, and insufficient writing practice. Meanwhile, the causal factors of sophomores are insufficient writing practice, language difficulties, and insufficient writing technique. These suggest that classroom instructions need to gear on improving students’ linguistic capabilities and writing techniques through modeling.

scholarly journals Reading and writing

2004 ◽  
Vol 37 (4) ◽  
pp. 275-279
Keyword(s):  
New York ◽  
Second Language ◽  
Hong Kong ◽  
Foreign Language ◽  
Educational Psychology ◽  
Second Language Writing ◽  
South Australia ◽  
English For Specific Purposes ◽  
Language And Literacy ◽  
Language Writing

04–517Armand, Françoise (U. de Montréal, Canada; Email: [email protected]), Lefrançoise, Pascale, Baron, Agnès, Gomez, Maria-Cécilia and Nuckle, Sylvie. Improving reading and writing learning in underprivileged pluri-ethnic settings. British Journal of Educational Psychology (Leicester, UK), 74 (2004), 437–459.04–518Cheng, Y-S. (National Taiwan Normal U., Taiwan; Email: [email protected]). A measure of second language writing anxiety: scale development and preliminary validation. Journal of Second Language Writing (New York, USA), 13, 4 (2004), 313–335.04–519de Jong, Maria T. and Bus, Adriana G. (Leiden U., Netherlands; Email: [email protected]). The efficacy of electronic books in fostering kindergarten children's emergent story understanding. Reading Research Quarterly (Newark, USA), 39, 4 (2004), 378–393.04–520Dunsmuir, Sandra (U. College London, UK; Email: [email protected]) and Blatchford, Peter. Predictors of writing competence in 4-to 7-year-old children. British Journal of Educational Psychology (Leicester, UK), 74 (2004), 461–483.04–521Forey, Gail (Hong Kong Polytechnic U.). Workplace texts: do they mean the same for teachers and business people?English for Specific Purposes (Oxford,UK), 23, 4 (2004), 447–469.04–522Harwood, Nigel and Hadley, Gregg (U. of Essex, UK). Pragmatism and the teaching of academic writing. English for Specific Purposes. (Oxford, UK), 23, 4 (2004), 355–379.04–523Heinz, Peter J. (Pikes Peak Community College, Colorado Springs, USA). Towards enhanced second language reading comprehension assessment: computerized versus manual scoring of written recall protocols. Reading in a Foreign Language (Hawai'i, USA), 16, 2 (2004), 97–124.04–524Huxford, L. (National Primary Strategy, England). Developing an understanding of the pedagogy of writing in the middle years (age 8–11). Australian Journal of Language and Literacy. (Norwood, South Australia), 27, 3 (2004), 234–244.04–525Hyland, Ken (Institute of Education, U. of London, UK; Email: [email protected]). Disciplinary interactions: metadiscourse in L2 postgraduate writing. Journal of Second Language Writing (New York, USA), 13, 2 (2004), 133–151.04–526Joh, Jeongsoon (Konkuk U., Korea; Email: [email protected]). Interactions among the reader, text and task variables in EFL reading comprehension performance. English Teaching (Anseonggun, Korea), 59, 3 (2004) 115–143.04–527Lee, Icy (Hong Kong Baptist U., China; Email: [email protected]). Error correction in L2 secondary writing classrooms: the case of Hong Kong. Journal of Second Language Writing (New York, USA), 13, 4 (2004), 285–312.04–528Makalela, Leketi (U. of Limpopo and Michigan State U.). Differential error types in second-language students' written and spoken texts: implications for instruction in writing. Written Communication (Thousand Oaks, CA, USA), 22, 4 (2004), 368–385.04–529McNaughton, S., Lai, M., MacDonald, S. and Farry, S. (Auckland U., Australia). Designing more effective teaching of comprehension in culturally and linguistically diverse classrooms in New Zealand. Australian Journal of Language and Literacy. (Norwood, South Australia), 27, 3 (2004), 184–197.04–530Moore, Tim (Monash U., Australia; Email: [email protected]) and Morton, Janne. Dimensions of difference: a comparison of university writing and IELTS writing. Journal of English for Academic Purposes (Oxford, UK), 4, 1 (2005), 43–66.04–531Taguchi, Etsuo (Daito Bunka U., Tokyo; Email: [email protected]), Takayasu-Maass, Miyoko and Gorsuch, Greta J. Developing reading fluency in EFL: How assisted repeated reading and extensive reading affect fluency development. Reading in a Foreign Language (Hawai'i, USA), 16, 2 (2004), 70–96.04–532Yoon, Hyunsook and Hirvela, Alan (The Ohio State U., USA; Email: [email protected]). ESL student attitudes toward corpus use in L2. Journal of Second Language Writing (New York, USA), 13, 4 (2004), 257–283.

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