Results 271 to 280 of about 1,511,624 (342)

Feedback-giving practice for L2 writing teachers: Friend or foe?

, 2021
Informed by a reflective practice perspective on teacher learning, this study investigates the learning experiences of L2 writing teachers in providing feedback on students’ writing. Drawing on multiple sources of data from 27 English writing teachers in
Shulin Yu
semanticscholar   +1 more source

What linguistic features distinguish and predict L2 writing quality? A study of examination scripts written by adolescent Chinese learners of English in Hong Kong

, 2021
While such linguistic features as lexical complexity and syntactic complexity have been used to analyse the texts written by college-level L2 learners and experts in previous research, the findings may not be applicable to the writing of secondary ...
Cynthia Lee, H. Ge, Edsoulla Chung
semanticscholar   +1 more source

Engaging with automated writing evaluation (AWE) feedback on L2 writing: Student perceptions and revisions

, 2020
The use of automated writing evaluation (AWE) systems in second language (L2) writing has garnered growing attention in recent years. Most previous studies, however, are primarily concerned with the effectiveness of AWE feedback (e.g.
Z. Zhang
semanticscholar   +1 more source

Task complexity, task repetition, and L2 writing complexity: exploring interactions in the TBLT domain

International Review of Applied Linguistics in Language Teaching, 2022
Considering the increasing application of task-based frameworks to second language (L2) writing research, there has been a pressing need to examine TBLT views on the interactions between task conceptualization, task performance, and L2 writing outcomes ...
Mahmoud Abdi Tabari, Sima Khezrlou, Yu Tian   +2 more
semanticscholar   +1 more source

Incoherence in L2 writing

Chinese Language and Discourse. An International and Interdisciplinary Journal, 2020
AbstractCurrent knowledge of the functional dimensions (e.g., coherence) of L2 written performance is mainly based on expert readers’ views. Non-expert native readers’ perspectives of L2 written productions are not often examined, which prevents a comprehensive and objective understanding of how an L2 writer’s performance may be perceived and evaluated
openaire   +1 more source

Implementing digital multimodal composing in L2 writing instruction: a focus on developing L2 student writers

Innovation in Language Learning and Teaching, 2022
This article introduced a teaching innovation practice, i.e., digital multimodal composing, in College English course in mainland China. The purpose of this practice is to respond to the developing L2 student writers’ difficulty of lacking linguistic ...
E. D. Zhang, Shulin Yu
semanticscholar   +1 more source

L1-L2 translation versus L2 writing tasks

Writing & Pedagogy, 2017
With growing interest in the relationship between translation and language learning, a number of studies have begun to examine the pedagogical value of translation and explore the best ways to utilize it in L2 classrooms. Some may doubt the need to include translation in L2 classrooms when language pedagogy is a far more wellestablished discipline. An
openaire   +1 more source

Exploring student engagement with peer feedback on L2 writing

, 2020
While the past few decades have witnessed enormous growth in research on peer feedback in second and foreign language (L2) writing, little attention has been paid to student engagement with peer feedback.
Yumei Fan, Jinfen Xu
semanticscholar   +1 more source

Associations of L1-to-L2 rhetorical transfer with L2 writers’ perception of L2 writing difficulty and L2 writing proficiency

Journal of English for Academic Purposes, 2020
Abstract The rhetorical transfer from an L1 to an L2 has been acknowledged as a common phenomenon in L2 writing. Nevertheless, limited research concentrated on individual differences in this transfer, which thus tended to be simplified as the interference in L2 writing.
Xing Wei, Lawrence Jun Zhang, Wenxia Zhang   +2 more
openaire   +1 more source

Utility of focused/comprehensive written corrective feedback research for authentic L2 writing classrooms

, 2020
The debate on written corrective feedback (WCF) sparked by Truscott (1996) has spawned a growing literature on focused/comprehensive WCF (i.e. feedback scope) in L2 writing.
Icy Lee
semanticscholar   +1 more source