L2 Writing and Language Learning in Electronic Environments

2021 ◽  
pp. 282-296
Author(s):  
Scott Aubrey ◽  
Natsuko Shintani
Keyword(s):  
Language Learning ◽  
L2 Writing ◽  
Electronic Environments

scholarly journals Implementing Feminist Language Pedagogy: Development of Students’ Critical Consciousness and L2 Writing

2021 ◽  
Vol 11 (8) ◽  
pp. 393
Author(s):  
Hayley Anne Cannizzo
Keyword(s):  
Language Learning ◽  
Critical Consciousness ◽  
Teaching Practice ◽  
The United States ◽  
Feminist Pedagogy ◽  
L2 Writing ◽  
Power Structures ◽  
Learning Context ◽  
First Year Students ◽  
Language Pedagogy

Feminist pedagogy is a teaching practice, philosophy and process that seeks to confront and deconstruct oppressive power structures both within and outside of the classroom using a gendered lens. As Women’s Studies departments continue to grow in many universities, feminist pedagogy seems to be gaining popularity as an approach to engaging students in liberatory classroom practices. However, feminist language pedagogy (feminist pedagogy in the second language learning context) appears to have stagnated. This paper investigates the implementation of feminist language pedagogy in an EAP writing classroom for first-year students at a public university in the Southwest of the United States. Using action research, the teacher, who is the author of this paper, examined how feminist language pedagogy aids the development of her students’ critical consciousness and serves as a motivational tool for L2 writing development. The author finds that even in a short, sixteen-week semester, it is possible for students to foster critical consciousness without sacrificing linguistic development.

scholarly journals Online translators for L2 writing: a comparison of student and teacher perspectives

2021 ◽  
pp. 23-28
Author(s):  
Antonie Alm ◽  
Yuki Watanabe
Keyword(s):  
Language Learning ◽  
Formal Language ◽  
Teacher Perspectives ◽  
L2 Writing ◽  
Short Paper ◽  
Appropriate Use ◽  
Learning Contexts ◽  
Online Translators ◽  
Writing Tools ◽  
Formal Language Learning

This short paper reports on the preliminary findings of a study into the use of Online Translators (OTs) by university language students. Students of Chinese, French, German, Japanese, and Spanish and their teachers responded to comparative surveys on their respective use and evaluation of OTs for L2 writing in formal language learning contexts. Findings indicate that teachers have little awareness of the range of strategies students apply when using OTs as writing tools. Concerns of OT misuse for cheating or as a replacement for language learning seem largely unfounded. Students, however, perceive a lack of guidance for the appropriate use of OTs. Preliminary findings suggest that teachers need to review their assumptions about students’ OT practices and that both students and teachers would benefit from technical and pedagogical OT training.

Dynamic development of complexity and accuracy

2014 ◽  
Vol 37 (2) ◽  
pp. 75-100 ◽  
Author(s):  
R. Rosmawati
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Academic Writing ◽  
L2 Writing ◽  
Dynamic Systems Theory ◽  
Learning And Development ◽  
Postgraduate Study ◽  
Developmental Dynamics

This paper reports on the development of complexity and accuracy in English as a Second Language (ESL) academic writing. Although research into complexity and accuracy development in second language (L2) writing has been well established, few studies have assumed the multidimensionality of these two constructs (Norris & Ortega, 2009) or endeavoured to make long-term observations on the course of their development (Vyatkina, 2012). Given that recent research in the field of Second Language Acquisition has moved towards a more holistic perspective on language learning and development (Larsen-Freeman, 2011, 2012), there is a need to consider the potential dynamics of the longitudinal development of these constructs in L2 writing. This study addresses this issue by exploring the dynamic unfolding of complexity and accuracy development in the academic writing of an advanced L2 learner during her postgraduate study in Australia. The results suggested that both complexity and accuracy displayed the characteristics of a dynamic system and their development was highly variable, non-linear, and idiosyncratic. Their interaction, too, was dynamic and changed over time. The findings in this study confirm and substantiate the Dynamic Systems Theory (DST) proposition of L2 developmental dynamics, including the development of L2 academic writing.

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