Exploring the multiple identities of L2 writing teachers

2014 ◽  
pp. 203-216
Author(s):  
Juval V. Racelis ◽  
Paul Kei Matsuda
Keyword(s):  
Multiple Identities ◽  
L2 Writing ◽  
Writing Teachers

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.

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

scholarly journals Critical Feedback on Written Corrective Feedback Research

2010 ◽  
Vol 10 (2) ◽  
pp. 29 ◽  
Author(s):  
Neomy Storch
Keyword(s):  
Research Agenda ◽  
Corrective Feedback ◽  
Experimental Studies ◽  
L2 Writing ◽  
Restricted Range ◽  
Writing Teachers ◽  
Written Corrective Feedback ◽  
Large Growth ◽  
Critical Feedback ◽  
Research Findings

Recently we have witnessed a large growth in research on written corrective feedback (WCF). However, the question posed here is: are researchers and L2 writing teachers now any wiser about the efficacy of WCF? I begin with a summary of early studies and some of their major shortcomings. I then examine more recent studies and conclude that, although many of the shortcomings of earlier research have been largely addressed, research findings are still inconclusive. I argue that currently, in the desire to conduct more robust research, the pendulum has swung too far towards experimental studies. Such studies tend to employ ‘one off’ treatments, often provided on a very restricted range of errors, and ignore the learners’ goals and attitudes to the feedback provided and to improvement in accuracy. I conclude by suggesting directions for a more meaningful and ecological valid research agenda on written corrective feedback.

scholarly journals L1 vs L2 writing; ESL graduate students' perceptions

1992 ◽  
Vol 10 (1) ◽  
pp. 27 ◽  
Author(s):  
Tony Silva
Keyword(s):  
Graduate Students ◽  
Native Language ◽  
L2 Writing ◽  
Esl Writing ◽  
Writing Teachers

This paper reports on a classroom based study that explored ESL graduate students' perceptions about (1) differences between writing in their native language and writing in English and INTRODUCTION (2) how these differences should be reflected in the practices of ESL writing teachers. Findings are illustrated with the students' own words.

scholarly journals Taiwanese Student Attitudes Towards Error Correction and Written Corrective Feedback in L2 Writing Classes

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
David R. Berg ◽  
Yichen Lu
Keyword(s):  
Error Correction ◽  
Student Attitudes ◽  
Corrective Feedback ◽  
L2 Writing ◽  
Self Report ◽  
Writing Teachers ◽  
Writing Classes ◽  
Efl Writing ◽  
Written Corrective Feedback ◽  
Writing Students

<p>Error correction and corrective feedback in L2 writing has long been an important issue for EFL teachers and researchers, as well as EFL students. This study aimed to examine a population of Taiwanese EFL writing students to assess their attitudes and preferences for corrective feedback in their English writing. This study utilized a 31-question self-report survey to gather data from 79 EFL writing students. Results indicate that most students felt it was very important for the teacher to provide comprehensive direct or indirect coded feedback on all types of errors, but mostly on grammatical errors. The findings hold important implications for EFL writing teachers in Taiwan. EFL writing teachers should have open dialogues with their students in order to determine the most beneficial form of feedback for each class.</p>

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. 

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