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Journal of Second Language Writing
IF
3.32
Papers
702
Papers 692
1 page of 70 pages (692 results)
Newest
Published on Sep 1, 2019in Journal of Second Language Writing 3.32
Meixiu Zhang (Northern Arizona University)
Abstract Understanding the nature of collaboration is critical in collaborative writing (CW), as it impacts the amount of scaffolding that occurs and the amount of linguistic knowledge that can be retained (Storch, 2013). The most prevalent model to examine peer collaboration in CW is based on a global qualitative analysis of learners’ involvement in and control over a writing task (Storch, 2001a). However, this model does not account for the fluctuating nature of peer collaboration in CW. This ...
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Published on Sep 1, 2019in Journal of Second Language Writing 3.32
Marije Michel , Judit Kormos24
Estimated H-index: 24
+ 1 AuthorsMichael Ratajczak1
Estimated H-index: 1
This study investigated the role of working memory (WM) in the second language (L2) writing performance of young English language learners. It also examined how L2 writing achievement relates to task type and grade level and whether the effect of cognitive abilities varies across different task types and grade level. The participants were 94 young learners (Grades 6 and 7) in Hungary, who performed four writing task types as part of the TOEFL® Junior™ Comprehensive test-battery and completed cog...
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Published on Sep 1, 2019in Journal of Second Language Writing 3.32
Shaofeng Li16
Estimated H-index: 16
(Florida State University),
Saeed Roshan (Auckland University of Technology)
Abstract Working memory has been posited to play an important role in affecting the processes of writing (Kellogg, 1996). However, to date there has been limited research on its role in second language writing and no research on whether it is associated with the effects of written corrective feedback in second language learning. This study examines the associations between two types of working memory—complex working memory and phonological short-term memory—and the effectiveness of four types of...
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Published on Jun 1, 2019in Journal of Second Language Writing 3.32
Cassi L. Liardét3
Estimated H-index: 3
(Macquarie University),
Sharyn Black (University of New South Wales)
Abstract A key feature of academic texts is the heteroglossic interaction that occurs between the writer and the experts he/she references. When integrating outside experts into their texts, writers often employ integral, author prominent reporting structures, selecting reporting verbs (RVs) to evaluate the veracity and merit of the propositions. This paper examines EAL and English L1 learners’ RV use and compares it with that of experts, providing a corpus-assisted, comparative analysis. It fur...
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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
Debra A. Friedman5
Estimated H-index: 5
(Indiana University)
Abstract Using the theoretical framework of language socialization, this paper investigates the local contexts in which four international students were initiated into citation during their first semester in a Masters in Teaching English to Speakers of Other Languages (MA-TESOL) program. Drawing from 38 hours of observation and audiotaping in two teaching methods courses, interviews with instructors and students, and students’ texts, it situates students’ citation practices within the discourses...
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Published on Jun 1, 2019in Journal of Second Language Writing 3.32
J. Elliott Casal2
Estimated H-index: 2
(Pennsylvania State University),
Joseph J. Lee8
Estimated H-index: 8
(Ohio University)
Abstract This study explores the relationship between syntactic complexity and writing quality in assessed source-based research papers produced by ESL undergraduate writers in a first-year writing course through a combination of holistic and fine-grained measures of complexity. The analysis is based on a corpus of 280 student papers across three grade tiers: high, mid, and low. A one-way MANOVA was used to explore the statistical significance of differences of five commonly used syntactic compl...
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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 Apr 1, 2019in Journal of Second Language Writing 3.32
Cong Zhang (Shandong University), Yue Chen (Purdue University), Junju Wang1
Estimated H-index: 1
(Shandong University)
Abstract To address the lack of representation of second language writing (SLW) conferences other than the Symposium on Second Language Writing (SSLW), this short communication provides a report on the International Conference on Teaching and Researching EFL Writing in China (CEFLW) from historical, diachronic, and synchronic perspectives. Historically, we introduce CEFLW by tracing its history and describe CEFLW 2018 by reporting on the major topics of presentations. Diachronically, we compare ...
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Published on Apr 1, 2019in Journal of Second Language Writing 3.32
James Mckinley4
Estimated H-index: 4
,
Heath Rose8
Estimated H-index: 8
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