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Journal of Second Language Writing
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4.20
Papers
716
Papers 719
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#1Lu Yu (PSU: Pennsylvania State University)H-Index: 1
Abstract This case study draws on the framework of Vygotskian sociocultural theory to investigate tutor-tutee interactions carried out in a series of tutoring sessions and the tutee’s subsequent revisions to her writing drafts over the course of a semester. In total, eight tutoring sessions were analyzed, along with 12 pieces of writing constructed by the writer for five writing tasks. The results showed that the writing tasks, rather than the writing stages, influenced both the problem areas ad...
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#1Scott E. Grapin (NYU: New York University)H-Index: 1
#2Lorena Llosa (NYU: New York University)H-Index: 10
Abstract Second language (L2) learners in content area classes are expected to perform a range of writing tasks that involve multiple modes beyond language. Traditionally, however, research on multimodality with L2 learners has been approached differently in content versus L2 teaching and learning contexts. In this issue statement, we propose the need for an integrative framework for understanding multimodal L2 writing in the content areas that capitalizes on the complementary nature of these tw...
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#1Stefan KellerH-Index: 1
#2Johanna Fleckenstein (Leibniz Association)H-Index: 5
Last.André A. Rupp (Educational Testing Service)H-Index: 2
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Abstract This study investigates English writing skills of learners two years and one year before their baccalaureate exam in upper secondary schools (academic track, Gymnasium) in Germany and Switzerland. It focuses on level and development of EFL writing as well as differences between groups (country, gender, language background). A sample of n = 2847 students worked in a repeated measurement study on two different writing tasks from the Test of English as a Foreign Language (TOEFL iBT). Resul...
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#1Cecile Badenhorst (MUN: Memorial University of Newfoundland)H-Index: 4
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#1Zhiqing Xu (University of Auckland)
#2Jun Lawrence Zhang (Xi'an Jiaotong University)H-Index: 17
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Abstract This case study explores the role of dialogic interactions in a US-based Korean doctoral student’s efforts to write a statement of teaching philosophy (TPS) as part of her employment applications in science education. While previous studies have examined the role of pedagogical strategies and available resources to help students improve their statement, these approaches tend to be dispensed by field experts such as faculty members; few studies have examined methods that can be adopted b...
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#1An Cheng (OSU: Oklahoma State University–Stillwater)H-Index: 8
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Top fields of study
Psychology
Pedagogy
Second language writing
Computer science
Linguistics