With increasing attention to student engagement with feedback, the need for a paradigm shift problematizing the transmissive view of feedback has been voiced. Recent perspectives hold that feedback is a dialogic process and opportunities for dialogue promote students' knowledge-making processes in their engagement with feedback. Theoretically…

Much of the research on the effectiveness of written corrective feedback (WCF) scope and strategies has been (quasi-)experimental, generating results peripherally related to authentic classroom contexts. Underpinned by a multidimensional conceptual framework of student engagement with WCF, this classroombased study has explored the scope and…

The study investigates whether differences in metalinguistic information contained in written corrective feedback (CF) mediate its effectiveness for second language (L2) development. To address this, metalinguistic CF was distinguished into three types in terms of how specific its metalinguistic information was. They were then compared among…

This study investigates the effects that three different test presentation formats, i.e., written Korean, written English and aural English, have on EFL learners' listening comprehension. A total of 169 Korean college students participated in this study. The participants were divided into six groups, by three presentation format types and two…

In the past three decades or so, the conceptual rigor of intertextuality has exercised enormous influence on pedagogical practices. In this context, intertextuality can also be used as a means of harnessing students' critical stances that are crucial for teaching language skills. Based on eight qualitative student interviews at a university in…

This study attempts to explore the issue of intercultural and transnational negotiation in written English communication. I am interested in the reciprocal development of written discourse across cultural boundaries. My analysis focuses on academic writers' sense of self and their individual ability to reach otherness when they share the roles of…

Lexical richness makes an important contribution to L2 writing quality. To explore its importance, the study aims to identify and explain how lexical richness manifests in argumentative essays written in the final exam of reading and writing class by thirty-five undergraduates. The lexical richness consists of four interrelated elements: lexical…

The process of globalization, along with the advent of Internet technology, has resulted in the increasing presence of written mixed-language discourses produced and used by multilinguals in online spaces (e. g. online chat, instant messaging, and online discussion boards). Despite the fact that multilingual texts have become more visible and…

This study examines 29 journal abstracts that were completed reviews for publication in the year 2012. It was done to investigate the number (percentage) of abstracts that involved with errors, the most erroneous part of the abstract, and the types and frequency of errors. Also the purpose expanded to compare the results with those of the previous…

Investigates the contribution of markedness and learning principles to second language (L2)acquisition. Korean language learners of English completed a written sentence-combining task and a written grammaticality judgment task. Results show subjects acquire English relative clauses in the same order and suggests that L2 learners have dual access…

The purpose of this study is to investigate the relationship between the use of connectives by learners of English as a foreign language and their length of study. Eighteen writing samples were collected, six from learners with 2 years of study of English and 12 from learners with 3 years of study. Results found that students' length of study was…