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Journal of Second Language Writing
IF
4.20
Papers
702
Papers 695
1 page of 70 pages (695 results)
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#1Dorothy Worden (UA: University of Alabama)H-Index: 2
Abstract Genre-informed approaches to writing pedagogy have grown in influence and prominence over the past 25 years. Because of the crucial importance of writing teachers’ in the implementation of genre-focused instruction, more research investigating the impact of teacher education practices on teachers' genre knowledge and awareness is needed. This study examines the effect of a project designed specifically to promote L2 writing teachers pedagogical content knowledge of genre. This “Unfamili...
#1Jingyang Jiang (ZJU: Zhejiang University)
#2Peng Bi (ZJU: Zhejiang University)
Last.Haitao Liu (ZJU: Zhejiang University)
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Abstract This study investigates the syntactic complexity, as measured by both large-grained and fine-grained measures, of 410 narrative writings across four writing proficiency levels written by beginner and intermediate L2 English learners. By exploring the differences in syntactic complexity between writings at different proficiency levels, the study is purposed to find out the measures that can best discriminate and predict writing proficiency. The L2 Syntactic Complexity Analyzer and the de...
#1Pakize Uludag (Concordia University)
#2Rachael Lindberg (Concordia University)
Last.Caroline Payant (UQAM: Université du Québec à Montréal)H-Index: 5
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Abstract The current trend in second language writing assessment has been toward the integration of multiple competencies in one task, specifically by incorporating reading and listening sources into integrated writing tasks. However, research has shown that novice writers may have difficulty understanding source text information, paraphrasing and summarizing source information, and incorporating that information into a coherent piece of writing. To shed further light on the relationship between...
#1Mandy R. Menke (UMN: University of Minnesota)H-Index: 3
#2Tripp Strawbridge (UMN: University of Minnesota)
Abstract Measures of syntactic complexity are often employed as a way to objectively characterize the development of second language (L2) writing. Complexity measures are eclectic and may be based on length of syntactic unit, relationships between clauses, and variety of syntactic structures. Development in written complexity is of particular interest to university foreign language (FL) departments given its connection to academic discourse. However, few studies explore longitudinal syntactic co...
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 ...
#1Sooyeon Kang (CAU: Chung-Ang University)
#2Jin-Hwa Lee (CAU: Chung-Ang University)
Abstract This study investigated the effects of individual versus collaborative pre-task planning on second language (L2) writing, particularly in relation to task complexity manipulated in terms of the number of task elements. The participants were 40 8th-grade Korean learners of English who were divided into simple and complex task groups. Each group performed two writing tasks: one using individual planning and one using collaborative planning in pairs. After planning, the participants indivi...
#1Shiman Shae Mao (UQ: University of Queensland)
#2Peter Crosthwaite (UQ: University of Queensland)H-Index: 4
Abstract Written corrective feedback (WCF) refers to the feedback provided by writing teachers on students’ writing. While much attention has been given to the (in)effectiveness of WCF on writing accuracy or skills in L2 writing research, there has been relatively less research on whether teachers’ beliefs regarding WCF are aligned with their actual correction practices. This study investigates the (mis)alignment between teachers’ beliefs of their WCF practice and their actual practice, using qu...
#1Estela Ene (IUPUI: Indiana University – Purdue University Indianapolis)H-Index: 2
#2Kyle McIntosh (UT: University of Tampa)H-Index: 1
Last.Ulla Connor (IUPUI: Indiana University – Purdue University Indianapolis)H-Index: 25
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Abstract This pilot study applies the three tenets of intercultural rhetoric (i.e., texts must be studied in context; culture is complex and dynamic; written discourse encounters necessitate negotiation and accommodation) to an investigation of the translingual practices of four post-graduate-level second language (L2) writers of English. By using stimulated recall to probe the participants’ awareness and use of L1 and L2 academic conventions in the writing process, we were able to identify the ...
#1Marije Michel (Lancaster University)H-Index: 6
Last.Michael RatajczakH-Index: 1
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Abstract 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 com...
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