This study compares the L2 writing process and products in computer- and paper- delivered writing tests. The findings indicate differences in the L2 writing under different test modalities. Computer tests yielded more planning and revisions during writing while paper test forced deliberate pre-planning. Detailed results and implications will be discussed.
This study explores ESL students' comments on teacher's written corrective feedback in freshman composition classes to find out whether they think positively about the feedback and how they perceive the power relationship with the teacher.
Research Assistant, University of Texas at San Antonio
My primary research interest is oral assessment. I'd like to investigate the validity of spoken English tests designed for ESL students and other issues related to spoken English. I'm also interested in ESL writing, especially the power relationship between students and teachers in... Read More →
Translation as the topic for a first year seminar can level the playing field for multilingual writers. Works in translation foster close reading and critical analysis. Essays and memoirs by translators provide models of good writing and an opportunity to exploit the benefits of a linguistically diverse college classroom. This approach directly addresses issues of translingualism and transcultural identity (Horner).
Based on the theory that second language literacy depends on first language literacy, application of Spanish in writing classes will help schools and colleges improve Latinx students' performance by reducing the opposition between two languages and making writing more meaningful.
Graduate Teaching Assistant, University of New Mexico
I earned my first MA in TESOL (2000) from the Ryazan State University (Russia) and her second MA in Education (2004) from the Academy of the Federal Penal Service of Russia. I was teaching English as a foreign language for different majors for 16 years back in my home country.Currently... Read More →
This study will explore how three Chinese undergraduate students engage agentically with AaL-oriented activities such as criteria understanding, multiple drafting, peer-/self-assessment, and personal goal-setting/monitoring/adjusting. Multiple data including writing tests, interviews, observations, stimulated recalls, and texts could reveal how AaL influences writing performance while students are agentically engaged in writing classrooms.
PhD candidate, The Chinese University of Hong Kong
Lu Wang is currently a Ph.D. candidate at the Department of Curriculum and Instruction of the Faculty of Education at the Chinese University of Hong Kong. Her research interests include classroom writing assessment and learner engagement.
This qualitative case study demonstrated the full pedagogical and practical implications for L2 students and teachers in K-6 settings. Findings enabled L2 writing teachers to raise awareness of how elementary L2 learners perceive written corrective feedback from teacher and peer feedback.
This three-fold study assessed a learner's L2 learning environments, her L2 writing texts through corpus analysis, and an interview to gauge the differences between American and Chinese L2 writing instruction, experienced by the learner. Findings show significant contextual, lexical, syntactic, and psychological differences, concluding with pedagogical implications for both contexts.
In my paper, I take an analytical approach to the discourse that surrounds bilingual writers. By discussing the literature that is done on bilingual students and agency in the classroom, I discusses activities aimed towards diversity that can be implemented in the composition classroom. My paper further includes a reflection of student feedback about the effectiveness of the activities.
In the presentation, we will first, explain ways of synthesizing Python codes with the packages developed by Stanford CoreNLP to conduct part-of-speech tagging (POS), named entity recognizing (NER), and syntactical parsing, including both constituency and dependency analyses, and second, discuss ways of applying a Python program that can call Stanford CoreNLP to complete a corpus-based study in a writing context. Sample codes and output will also be demonstrated in the presentation.
I am a phd candidate in second language studies at Purdue, and my research interests include corpus linguistics, L2/EAP writing, and natural language processing. I have been working on corpus-based analysis on grammatical complexity (primarily noun phrase complexity) in L2/EAP writing... Read More →
This presentation argues that L2 students deserve the opportunity to enroll in L2 Creative Writing workshops, because this would allow them to use English in a way that focuses more on critical thinking than solely semantics. Learning this way would allow L2 students to excel in all areas of English.
The JSLW was established in 1992 and in 2019 it is approaching the three decades. According to the aim and scope of the journal “The Journal of Second Language Writing is devoted to publishing theoretically grounded reports of research and discussions that represent a significant contribution to current understandings of central issues in second and foreign language writing and writing instruction.”. The recent years have witnessed an increasing awareness in research methodological issues in the field of applied linguistics, which brought about what Byrnes(2013) and Plonsky (2017) have referred to as ‘methodological turn’ and ‘methodological awareness’, respectively. Along the same line, the field of Applied Linguistics has recently heard the voice of bibliometric studies with great contribution to the field. As such, this study measured the credibility of the journal under several quantitative and qualitative indicators. This retrospective-oriented study, adopting bibliometric and scientometric approach, was an attempt to develop cumulative and chronological analysis of all the publications of the journal. Given this, it tried to discover the significant contribution of the long-lasting journal in terms of research trends, impact, topics, authors (highly cited ones), universities, collaboration among the authors, and countries in the field of applied linguistics. Implications and recommendations for authors, editors, and research consumers are discussed.
In this roundtable, an ESL instructor will share details of an in-class journaling project that incorporated metacognitive strategies for mitigating "emotional bottlenecks." The presenter will outline the predicted bottlenecks then share journaling prompts and relevant qualitative data to discuss the effectiveness of peer review with respect to affective issues.
Previous Associate Instructor at Westminster College focused on student engagement through metacognition. Now serving as Interim Academic Director for Utah Global at the University of Utah. Interested in program development, student empowerment, and building allies to maximize student... Read More →
The study aims to explore the effect of feedback scope on learners' uptake of written corrective feedback in EFL classrooms. To this end, an explanatory sequential mixed methods research design was adopted to investigate Chinese EFL learners' uptake of comprehensive, focused, and combined written corrective feedback.
The present case study aims to look at how teaching with metacognition in argumentative writing affect student writers' understanding and practice of argumentative writing as a genre and a process and to explore the potential relationship between writing performance and perception of argumentative writing as a genre and a process.
This study reports on real-life reading-to-write tasks in university settings in terms of the task features and required skills. Findings will inform the research and assessment community about what authentic reading-to-write tasks entail and help EAP instructors better understand the actual demands on L2 students and prepare them more effectively.
This study investigates the pedagogical implications of world Englishes (WE) in an expanding circle context. The pedagogical implementation of the world Englishes approach faces many challenges for different reasons (Matsuda & Matsuda, 2010).
The study statistically looked into the writer's block experiences and levels of writing quality of Filipino ESL learners. The main purpose of the study is to describe the relationship between writer's block and the writing quality of the respondents.
This study examines what factors are involved in the literacy development of multilingual 1st graders who are in ESL and EFL. It also investigates how these multilingual learners approach writing tasks with various genres in a non-classroom context and develop their English writing through a variety of literate activities. In this qualitative case study, it discusses the pedagogical implications of their literacy development in a non-classroom context and seeks ways to effectively facilitate L2 literacy learning in a non-classroom setting with respect to classroom-based instructional learning.
This research helps understand how researchers in L2 writing approach the voice construction in written discourse by reviewing the literature in L2 writing. The author suggests more empirical research be conducted to understand L2 writer voice construction from reader's perspective, and the meaning negotiated by writers and readers through text.
The present study investigated the potential of Vygotsky's concept of perezhivanie for L2 written corrective feedback (WCF). The work pulls evidence from a longitudinal study to shed light on how perezhivanie as a dialectic unity of emotion and cognition can contribute to a socioculturally-grounded furthering of WCF.
Currently, I'm halfway through my doctorate in Curriculum & Instruction at Loyola University Chicago. My main interest is sociocultural understandings of second language teaching and learning and implications for and application to L2 writing. In particular, I am interested in Dynamic... Read More →
This paper examines subjective and objective hindrances among students. It also describes the use of culture-based approach and cognitive perspective to pinpoint Asian thinking and its influence on English performance, and to improve students' writing skill with detailed analysis on activities to be implemented in English classes.
