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Download full textPerks, Bradley J.; Colpitts, Bradley D. F.; Michaud, Matthew – Australian Journal of Teacher Education, 2021
This study examined the effectiveness of written corrective and the role of individual differences (ID) in the uptake of the feedback. Data was taken from a nine-week, English as a foreign language (EFL) writing course from 101 intermediate (n=101) students at a private university in Kobe, Japan. Using an explanatory sequential mixed methods…
Descriptors: Preferences, Instructional Effectiveness, Written Language, Feedback (Response)
Bradford J. Lee – Technology in Language Teaching & Learning, 2021
Studies comparing writing media typically compare different modes of writing (e.g., keyboard typing vs. writing, smartphone tapping vs. writing, etc.). The current study sought to investigate the cognitive outcomes of a more direct comparison: tablet- versus paper-based writing. Thirty-two speakers of L1 English were tasked with memorizing 20…
Descriptors: Second Language Learning, Second Language Instruction, Preferences, Student Attitudes
Direct linkTabata-Sandom, Mitsue – Reading Matrix: An International Online Journal, 2020
The current study examines the cognition of reading instruction held by teachers of Japanese as a second or foreign language (L2 Japanese) working mainly in Japan, New Zealand, and the US. The study reports findings obtained from two data collection methods: interviews and metaphor elicitation contained in a questionnaire. The researcher…
Descriptors: Schemata (Cognition), Second Language Learning, Second Language Instruction, Japanese
Ishikawa, Masako – Innovation in Language Learning and Teaching, 2015
Languaging has been identified as a contributor to language learning. Yet, compared to oral languaging, such as collaborative dialogs in contextualized settings, little seems to be known about written languaging. In order to fill this gap, this study investigates languaging in the form of "metanotes," that is, metatalk in a written…
Descriptors: Translation, Second Language Learning, Language Proficiency, English (Second Language)
Suzuki, Shinobu – Written Communication, 2011
This study examines how Japanese students perceive the qualities of written arguments that were constructed to have different forms. Based on the theoretical dimensions of verbal communication styles that Gudykunst and Ting-Toomey (1988) proposed, the research questions asked whether the respondents would perceive direct arguments to be of higher…
Descriptors: Verbal Communication, Student Attitudes, Persuasive Discourse, Japanese
Mitsui, Akiko; Morimoto, Yoko; Tucker, G. Richard; Donato, Richard – Learning Languages, 2005
This paper is another installment in the ongoing project on early language learning in a Japanese FLES program, conducted by ELLRT (Early Language Learning Research Team): Richard Donato and G. Richard Tucker with graduate students from Carnegie Mellon University and the University of Pittsburgh. The Japanese instructor in this FLES program, Yoko…
Descriptors: FLES, Second Language Learning, Second Language Instruction, Written Language
