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.
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.
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.
