scholarly journals The Effect of Implicit Corrective Feedback on English Writing of International Second Language Learners

2020 ◽  
Vol 14 (1) ◽  
pp. 123
Author(s):  
Hanadi Abdulrahman Khadawardi
Keyword(s):  
Second Language ◽  
Language Learners ◽  
English Language ◽  
Second Language Writing ◽  
Second Language Learners ◽  
Corrective Feedback ◽  
Written Feedback ◽  
Student Writers ◽  
English Writing ◽  
Language Writing

Debate about the value and the effect of both kinds of corrective feedback, explicit and implicit on second language writing has been prominent in recent years. Second language writing researchers investigate whether written implicit corrective feedback facilitates the acquisition of linguistic features. In contrast, L2 writing researchers generally emphasize the question of whether written corrective feedback helps student writers improve their writing texts and reduces their language errors. Understanding these differences is important because it provides guidelines for English language writing teachers on what are the best way to provide feedback for student writers. A quasi-experimental study was conducted to investigate the effects of implicit corrective feedback on the English writing of international second language learners in a UK educational context. It scrutinizes the application of teacher implicit written feedback in relation to the advancement of the writing skill of second language learners within a short-term period. A case study consisting of a small group of international students received implicit written feedback through codes representing specific types of writing errors. Participants were also interviewed to understand their views regarding teacher implicit written feedback and their reactions towards it. The results of the study revealed that teacher implicit written feedback helped correcting particular type of errors while other errors mandated the intervention of the teacher oral feedback.

scholarly journals Second Language Writing and Bidialectalism: A Case for African American Student Writers

2017 ◽  
Vol 10 (9) ◽  
pp. 140
Author(s):  
Jason DePolo
Keyword(s):  
African American ◽  
Second Language ◽  
Language Learning ◽  
English Language ◽  
Second Language Writing ◽  
African American Student ◽  
Composition Theory ◽  
American Student ◽  
Student Writers ◽  
Language Writing

There has been much research conducted on second language writing. In addition, there exists a significant amount of studies conducted with African American student writers. However, the fields of Second Language Writing and Composition Studies rarely if ever dovetail in the research literature. The purpose of this article is to argue how English language learners and bidialectal (English as a second dialect) learners share similar learning experiences and how sociocultural theories of English language pedagogy can inform composition theory, specifically as it relates to African American student writers. The study of writer identity provides insights into both bilingual and bidialectal learners’ authorial identity constructions and their experiences in English language learning contexts. Based on these similarities, I argue the need for composition theory to integrate sociocultural theories of second language learning and identity to better address the needs of bidialectal learners.

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.

Pair versus individual writing: Effects on fluency, complexity and accuracy

2009 ◽  
Vol 26 (3) ◽  
pp. 445-466 ◽  
Author(s):  
Gillian Wigglesworth ◽  
Neomy Storch
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Oral Language ◽  
Second Language Writing ◽  
Second Language Learners ◽  
Collaborative Writing ◽  
Single Text ◽  
Or Groups ◽  
Language Classroom ◽  
Language Writing

The assessment of oral language is now quite commonly done in pairs or groups, and there is a growing body of research which investigates the related issues (e.g. May, 2007). Writing generally tends to be thought of as an individual activity, although a small number of studies have documented the advantages of collaboration in writing in the second language classroom (e.g. DiCamilla & Anton, 1997; Storch, 2005; Swain & Lapkin, 1998). Particularly in university contexts, group or pair assignments are widely used in many disciplines. In addition, collaborative writing could be used in second language classroom assessment contexts as formative assessment. However, research which compares texts produced by learners collaboratively to texts produced individually, and the implications of this for assessment practices, is rare. This study is a first step in the investigation of using collaborative writing in second language contexts and comparing the performance of two groups of second language learners: one group worked individually, and the other group worked in pairs. When writing in pairs, each pair produced a single text. All participants completed one writing task: an argumentative essay. The performances of the individuals (N = 48) and the pairs (N = 48) were compared on detailed discourse analytic measures of fluency, complexity and accuracy. This comparison revealed that collaboration impacted positively on accuracy, but did not affect fluency and complexity. A detailed analysis of the pair transcripts recorded during the writing activity provides insights into the ways in which pairs work together, and the foci of their endeavour. The implications of these findings for in-class assessment of second language writing are discussed.

REPLICATION AND REPORTING

1997 ◽  
Vol 19 (4) ◽  
pp. 499-508 ◽  
Author(s):  
Charlene Polio ◽  
Susan Gass
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learners ◽  
Second Language Writing ◽  
Second Language Learners ◽  
Level Of Detail ◽  
Proficiency Levels ◽  
Replication Studies ◽  
Writing Research ◽  
Language Writing

In this paper we address the need for replication studies in the field of second language acquisition and discuss the problems surrounding standards of reporting research. A particular focus is on the level of detail necessary for replication to take place. The lack of uniform standards is noted with specific examples of problematic reporting taken from descriptions of second language learners' proficiency levels and measures of linguistic accuracy in second language writing research. We propose ways that we believe will lead to more thorough reporting of research and that will therefore allow others to engage in replication.

scholarly journals Performing Argumentative Writing in English: Difficulties, Processes, and Strategies

2001 ◽  
Vol 19 (1) ◽  
pp. 34 ◽  
Author(s):  
Wei Zhu
Keyword(s):  
Second Language ◽  
Data Analysis ◽  
Language Learners ◽  
Academic Writing ◽  
Second Language Writing ◽  
Second Language Learners ◽  
Argumentative Writing ◽  
Individual Interviews ◽  
Language Writing ◽  
Writing Task

Argumentative writing constitutes an important part of second-language learners' academic writing experience in North America. This study examined the difficulties a group of Mexican graduate students encountered when engaged in an argumentative writing task as well as their writing processes and strategies. Data were collected from individual interviews with the participants and from participants' written essays. Data analysis indicated that most participants perceived the rhetorical aspects of English argumentative writing as difficult. Data analysis also indicated that participants mainly used cognitive, social, and search strategies, whereas metacognitive strategies were used infrequently. Potential implications of the study for second-language writing instruction are discussed.

scholarly journals Developing Second Language Writing Through Scaffolding In The ZPD: A Magazine Project For An Authentic Audience

2010 ◽  
Vol 7 (10) ◽  
Author(s):  
John W. Schwieter
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
English Language ◽  
Second Language Writing ◽  
Writing Development ◽  
Proximal Development ◽  
Language Writing

In the present study, Vygotsky’s (1978, 1986) sociocultural framework of the zone of proximal development (ZPD) and scaffolding writing (Bodrova & Leong, 1995, 1996; Ross, 1976) are used as the theoretical basis to study the development of second language writing. A course project is presented in which advanced English language learners of Spanish acted as authors and editors to create their own professional magazines for an authentic audience. In the project, each student authored four essays which went through four peer- and instructor-edited stages of scaffolding writing techniques. After each stage, ratings were given by the editors who also facilitated feedback debriefing sessions (Lidz, 1991). Statistical analyses revealed significant improvement within the four essays demonstrating writing development of subsequent revisions of a single essay. There was also significant improvement between the four essays revealing a linear, continuous writing development. In all, these results support a notion that scaffolding writing techniques and feedback debriefing sessions within the ZPD effectively develops writing skills in second language learning when contextualized through a writing workshop involving the creation of a professional magazine designed for an authentic audience.

scholarly journals CityU corpus of essay drafts of English language learners: a corpus of textual revision in second language writing

2015 ◽  
Vol 49 (3) ◽  
pp. 659-683 ◽  
Author(s):  
John Lee ◽  
Chak Yan Yeung ◽  
Amir Zeldes ◽  
Marc Reznicek ◽  
Anke Lüdeling ◽  
...  
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Language Learners ◽  
English Language ◽  
Second Language Writing ◽  
Textual Revision ◽  
Language Writing

scholarly journals English Second Language Writing Difficulties and Challenges Among Saudi Arabian Language Learners

2018 ◽  
Vol 6 (1) ◽  
pp. 24
Author(s):  
Meshal Alfaqiri
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Writing ◽  
Second Language Learners ◽  
Saudi Arabian ◽  
Writing Difficulties ◽  
English Second Language ◽  
Saudi Arabian Students ◽  
Language Writing ◽  
Research Questions

The purpose of this study was to explore the writing difficulties and challenges that Saudi Arabian English as a second language learners experience at different levels of proficiency. The participants of the study consisted of 114 Saudi Arabian students between the ages of 15 and 36 (53 female, 61 male). The research questions not only focused on understanding the challenges presented to the students, but, also, the metacognitive strategies that the students used to solve these challenges. The results showed that the participants lacked experience in writing English and, as such, experienced grammar issues.

scholarly journals The Effectiveness and Issues of Using Feedback in Second Language Writing

2021 ◽  
Vol 4 (4) ◽  
pp. 74
Author(s):  
Yichen Wang
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Writing ◽  
Second Language Learners ◽  
Writing Proficiency ◽  
English Majors ◽  
Language Writing

Based on the description of feedback in the literature and the classification of feedback by different scholars, this paper discusses the efficiency and possible issues of the teachers’ use of different feedback in the teaching of second language writing. Through interviews with experienced English majors, this paper further demonstrates the importance of teachers' use of feedback in second language writing teaching. At the end of the paper, the author also shows that the combination of different feedback according to specific situations in teaching can better promote the writing proficiency of second language learners.

scholarly journals CLASSIFICATION OF L2 WRITING PROCESS AND WRITING STRATEGIES

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Imelda Hermilinda Abas ◽  
Noor Hashima Abd Aziz
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Writing ◽  
Second Language Learners ◽  
Writing Process ◽  
L2 Writing ◽  
Writing Strategies ◽  
Short Period ◽  
Language Writing ◽  
Oriented Approach

English for second language writing has developed greatly, from product oriented approach to process oriented approach. This implies that the focus of L2 writing has shifted from the final product of writing to the process of writing. Because of its own rules and conventions, writing skill is considered difficult to learn in a short period of time. Although it is a difficult skill, writing is essential for second language learners’ academic success. Second language researchers are still trying to find satisfactory answers to the how and why of the teaching of writing process to second language learners. More studies are needed to shed light on second language writing process area. This paper discusses briefly the writing process and the writing strategies employed by a few EFL proficient student writers in writing. It is found that the writing process stages employedin this study were prewriting, planning, drafting, pausing and reading, revising and editing which occurred non-linear and recursive. The writing strategies identified in the writing process stages were relating the topic to past knowledge and experience, taking the readers into consideration, talk-write, freewriting, outlining, listing, seeking help, using online materials, focusing on the mechanics of writing, and text organization. However, what works successfully for some students may not work well for others, and what functions well for one assignment may not be compatible for another.

Sign in / Sign up

Export Citation Format

Share Document