Journal of Second Language Writing
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3.32
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691
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Published on Jun 1, 2019in Journal of Second Language Writing 3.32
Cassi L. Liardét3
Estimated H-index: 3
,
Sharyn Black (University of New South Wales)
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Published on Jun 1, 2019in Journal of Second Language Writing 3.32
Tomoyo Okuda1
Estimated H-index: 1
(University of British Columbia)
Abstract In writing center studies, research has mainly focused on interactions between native English-speaking tutors and their tutees, and there remains a paucity of research exploring identities and challenges of non-native English speaking writing center tutors. Drawing on notions of student stances and motives from peer feedback research, this study investigated how Japanese graduate student writers evaluated their English writing tutorials with non-native tutors at a Japanese university. F...
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Published on Jun 1, 2019in Journal of Second Language Writing 3.32
Sonca Vo (Iowa State University)
Abstract Second language writing research has often analyzed written discourse to provide evidence on learner language development; however, single word-based analyses have been found to be insufficient in capturing learner language development (Read & Nation, 2006). This study therefore utilized both single word-based and multi-word analyses. Specifically, it explored vocabulary distributions and lexical bundles to better understand the development of writing proficiency across three levels in ...
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Published on Mar 1, 2019in Journal of Second Language Writing 3.32
Sue Starfield9
Estimated H-index: 9
(University of New South Wales),
Brian Paltridge15
Estimated H-index: 15
(University of Sydney)
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Published on Mar 1, 2018in Journal of Second Language Writing 3.32
Abstract The present study examined German and English writing skills of children who attended a partial German-English immersion program in a primary school in Germany. From Year 3 to Year 4 the children’ writing improved from level A1 to level A2 (according to the Common European Framework of References, Council of Europe, 2001) in the English writing test, and they obtained age-appropriate values in the German writing test in Years 3 and 4. The writing test conducted in Year 3 turned out to b...
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Published on Dec 1, 2018in Journal of Second Language Writing 3.32
Dorothy Worden2
Estimated H-index: 2
(University of Alabama)
Abstract Ongoing debates regarding explicit genre instruction have frequently focused on concerns that inexperienced teachers may be tempted to engage in formulaic genre teaching, ignoring the inherent variability and dynamism of genres. Yet despite the ubiquity of teachers within this debate, little research has examined how L2 writing teachers manage the simultaneous stability and flexibility of genres within their classroom practices. This case study provides a rich account of a novice teache...
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Published on Mar 1, 2019in Journal of Second Language Writing 3.32
Morena Botelho de Magalhães1
Estimated H-index: 1
(University of Auckland),
Sara Cotterall7
Estimated H-index: 7
(Victoria University of Wellington),
Diego Mideros1
Estimated H-index: 1
(University of the West Indies)
Abstract Writing is central to the process of developing a scholarly identity and fundamental to the doctoral experience. Writing a PhD thesis in a second (L2) language involves considerable challenge since L2 writers need to master the academic literacy skills that support reading and writing complex texts. This paper explores that challenge in the writing experiences of two English as an Additional Language (EAL) doctoral candidates, Morena and Diego. The discussion draws on an online conversa...
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