scholarly journals Feedback Types in Second Language Writing: Are They Really Effective?

2021 ◽  
Vol 04 (10) ◽  
Author(s):  
Ayca BAKINER ◽  
Keyword(s):  
Higher Education ◽  
Second Language ◽  
Data Collection ◽  
Second Language Writing ◽  
Structured Interviews ◽  
Self Assessment ◽  
Writing Classes ◽  
English Writing ◽  
Preparatory Program ◽  
Language Writing

This study focuses on types of feedback provided in second language writing in higher education and their evaluation in the light of students’ opinions. Data were gathered from 55 students who took English writing classes for 3 hours a week in an English preparatory program at a college in Turkey. Semi-structured interviews were used as data collection tools. Findings revealed that vast majority of students found meaning-focused feedback more motivational than form-focused feedback. Additionally, they preferred self-assessment to peer-feedback. The paper presents a discussion on feedback types in second language writing.

scholarly journals First Person and Second Person Markers as Representatives of a Case in a Verb Form

2021 ◽  
Vol X (3) ◽  
pp. 66-73
Author(s):  
Liliya Makovskaya ◽  
Keyword(s):  
Second Language ◽  
Undergraduate Students ◽  
Second Language Writing ◽  
Research Study ◽  
Language Teachers ◽  
Structured Interviews ◽  
Second Person ◽  
Oral Feedback ◽  
Electronic Feedback ◽  
Language Writing

Feedback has always been considered important in second language writing. Quite recently due to various reasons, electronic feedback has become one of the frequently applied types (Zareekbatani, 2015; Ene & Upton, 2018). The aim of the research study was therefore to identify lecturers’ and students’ views on the use of online comments provided on the second language writing tasks. The data was collected through conducting online semi-structured interviews with undergraduate students and lecturers of one Uzbek university. The findings revealed that a variety of comments given on different aspects of the written assessment tasks in the Google documents and combined with additional oral feedback were effective. The article aims at discussing the detailed findings of the research study and providing possible suggestions for language teachers on the use of electronic feedback in L2 writing.

scholarly journals EFL Learners' Lexico-grammatical Competence in Paper-based Vs. Computer-based in Genre Writing

2019 ◽  
Author(s):  
Sundus Ziad AlKadi ◽  
Abeer Ahmed Madini
Keyword(s):  
Second Language ◽  
Mixed Methods Research ◽  
Second Language Writing ◽  
Collaborative Writing ◽  
Structured Interviews ◽  
Grammatical Competence ◽  
Sentence Level ◽  
Significant Difference ◽  
Language Writing ◽  
Computer Based

With new technology, writing became a skill that is being developed year after year. The present study questions whether there is a difference between paper-based and computer-based writing in terms of errors and lexico-grammar. It aims at exploring sentence-level errors and lexico-grammatical competence in two writing genres in a collaborative writing environment within paper-based and computer-based writing. A sample of 73 female intermediate level learners participated in the study at the University of Business and Technology (UBT), in Saudi Arabia. This mixed-methods research is significant in the literature of second language writing since it highlights genre awareness, lexico-grammatical competence, analyzing errors, and collaboration in two styles of writing. The reading-based writing tasks acted as a reflection of the learners' lexico-grammatical competence on paper and via Web 2.0 tool (Padlet). Statistically, the Mann-Whitney U-tests showed that there was no significant difference between paper-based and computer-based groups in the sentence-level errors in narrative genre, whereas there was a significant difference between the two different tools of writing groups in the sentence-level errors in opinion genre. However, there was no significant difference between paper-based and computer-based groups in the clauses (lexico-grammar) of the two groups. Immediate semi-structured interviews were conducted and analyzed through NVIVO to get more insights from the learners to explain the comparison between the paper-based and the computer-based writing. In light of the significant findings, implications are sought to create an equillibrium between paper-based and computer-based writing, along with enhancing collaboration in second language writing.

scholarly journals Reading and writing

2003 ◽  
Vol 36 (2) ◽  
pp. 120-157
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Student Perceptions ◽  
Academic Writing ◽  
Second Language Writing ◽  
Language Models ◽  
Self Assessment ◽  
Writing Revision ◽  
Language Writing ◽  
Language And Education

03—335 Bacha, Nahla N. (Lebanese American U., Byblos, Lebanon; Email: [email protected]). Developing learners' academic writing skills in higher education: A study for educational reform. Language and Education (Clevedon, UK), 16, 3 (2002), 161—77.03—336 Bimmel, Peter (U. van Amsterdam, The Netherlands). Strategische lessen lernen in der Fremdsprache. [Learning strategic reading in foreign languages.] Zeitschrift für Fremdsprachenforschung (Berlin, Germany), 13, 1 (2002), 113—41.03—337 Bloch, Joel (The Ohio State U., USA; Email: [email protected]). Student/teacher interaction via email: The social context of Internet discourse. Journal of Second Language Writing (Norwood, NJ, USA), 11, 2 (2002), 117—34.03—338 Kobayashi, Hiroe (Hiroshima U., Japan; Email: [email protected]) and Rinnert, Carol. High school student perceptions of first language literacy instruction: Implications for second language writing. Journal of Second Language Writing (Norwood, NJ, USA), 11, 2 (2002), 91—116.03—339 Lee, Icy (Hong Kong Baptist U.; Email: [email protected]). Teaching coherence to ESL students: A classroom inquiry. Journal of Second Language Writing (Norwood, NJ, USA), 11, 2 (2002), 135—59.03—340 Lindgren, Eva and Sullivan, Kirk P. H. (Umeå U., Sweden; Email: [email protected]). The LS graph: A methodology for visualizing writing revision. Language Learning (Malden, MA, USA), 52, 3 (2002), 565—95.03—341 Schindler, Kirsten (Universität Bielefeld, Germany). Gemeinsames Schreiben in der Fremdsprache: Muster, Kreativität und das Glück des Autors. [Writing together in a foreign language: Models, creativity and the happiness of the author.] Glottodidactica (Poznán, Poland), 28 (2002), 161—84.03—342 Sullivan, Kirk and Lindgren, Eva (Uméa U., Sweden; Email: [email protected]). Self-assessment in autonomous computer-aided second language writing. ELT Journal (Oxford, UK), 56, 3 (2002), 258—66.

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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