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Yu Zhou; Shulin Yu; Peisha Wu – RELC Journal: A Journal of Language Teaching and Research, 2024
While a plethora of studies have been conducted on corrective feedback in L2 writing, praise as feedback has received less attention in L2 writing despite its well-acknowledged motivating functions in education and psychology (For economy of expression, the word "praise" will be used consistently throughout this paper to denote…
Descriptors: Positive Reinforcement, Feedback (Response), Second Language Learning, Writing (Composition)
Yves Bestgen – Applied Linguistics, 2024
Measuring lexical diversity in texts that have different lengths is problematic because length has a significant effect on the number of types a text contains, thus hampering any comparison. Treffers-Daller et al. (2018) recommended a simple solution, namely counting the number of types in a section of a given length that was extracted from the…
Descriptors: Language Variation, Second Language Learning, Essays, Writing Evaluation
Falhasiri, Mohammad – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 2021
An underexplored question, and one with potentially far-reaching implications for the practice of written corrective feedback (WCF), is whether to mark a wide range of errors (comprehensive feedback) or to focus on a few error types (focused feedback) in learners' L2 writing. Despite limited evidence, it is argued that comprehensive WCF is…
Descriptors: Writing Evaluation, Feedback (Response), Error Correction, Second Language Learning
Deng, Yaochen; Lei, Lei; Liu, Dilin – Applied Linguistics, 2021
In the past two decades, syntactic complexity measures (e.g. the length or number of words per clause/t-unit/sentences and number of clauses per t-unit/sentence, and types of clauses used) have been widely used to determine and benchmark language proficiency development in speaking and writing. (Norris and Ortega 2009; Lu 2011). However, the…
Descriptors: Syntax, Phrase Structure, Second Language Learning, Second Language Instruction
Miguel Blázquez-Carretero – ReCALL, 2023
In 2016, Lawley proposed an easy-to-build spellchecker specifically designed to help second language (L2) learners in their writing process by facilitating self-correction. The aim was to overcome the disadvantages to L2 learners posed by generic spellcheckers (GSC), such as that embedded in Microsoft Word. Drawbacks include autocorrection,…
Descriptors: Second Language Learning, Spanish, Spelling, Error Correction
Wang, Jianli; Qin, Limin Tony – International Journal of Educational Reform, 2022
This paper reports on a pilot course responding to facilitating academic writing for an academic writing program implemented at a provincial key university in China. Taken from an activity theoretical perspective, it discusses the practical experience collected during a pilot process of designing, implementing, and assessing a genre-based approach…
Descriptors: Academic Language, Writing Evaluation, Graduate Students, English for Academic Purposes
Godwin-Jones, Robert – Language Learning & Technology, 2022
In recent years, advances in artificial intelligence (AI) have led to significantly improved, or in some cases, completely new digital tools for writing. Systems for writing assessment and assistance based on automated writing evaluation (AWE) have been available for some time. That is the case for machine translation as well. More recent are…
Descriptors: Writing Instruction, Artificial Intelligence, Feedback (Response), Writing Evaluation
Christina Andrade; Amber Roshay – CATESOL Journal, 2023
Giving effective writing feedback can be a challenge for any English instructor. Teaching students how to provide peer feedback can be problematic as well. Both these challenges may seem even more apparent when teaching online during a pandemic. Using Google Docs for collaborative writing feedback is one effective method for addressing both these…
Descriptors: Computer Software, Collaborative Writing, English (Second Language), Second Language Learning
Lam, Ricky – Pedagogies: An International Journal, 2020
Using portfolio assessment to enhance teaching and learning of writing has been ongoing for more than two decades. Despite extensive research on portfolio assessment, not much attention has been paid to its wider implementation in EFL writing settings where alternative assessment is rarely encouraged. This paper fills this gap by arguing that when…
Descriptors: Writing Evaluation, Portfolio Assessment, Portfolios (Background Materials), English (Second Language)
Bi, Zhou – Higher Education Studies, 2019
This paper aims to explore topic effect on syntactic complexity in Chinese EFL learners' and English native speakers' writings. To this end, the paper examined 600 argumentative essays on two topics, using 14 measures of syntactic complexity to investigate whether there is significant difference in topic effect on EFL writings and ENS writings.…
Descriptors: Foreign Countries, Syntax, Difficulty Level, Persuasive Discourse
Wang, Lijuan; He, Chunyan – English Language Teaching, 2020
The portfolio is considered a useful tool both for instruction and assessment. Properly designed and implemented, it provides authentic language material for assessment, increases learners' involvement in learning process and promotes self-reflection. This article mainly reviews the empirical research on portfolios in ESL/EFL context and offers…
Descriptors: Portfolios (Background Materials), Second Language Learning, Second Language Instruction, English (Second Language)
Manchón, Rosa M. – Studies in Second Language Learning and Teaching, 2018
This paper offers a retrospective narrative review of research on L2 writing strategies and a prospective discussion of potential theoretical and pedagogical relevant lines of inquiry to be explored in future research agendas. The retrospective analysis will synthesize the main trends observed in the conceptualization of writing strategies as well…
Descriptors: Writing Research, Research Needs, Writing Strategies, Second Language Learning
Woodworth, Johanathan; Barkaoui, Khaled – TESL Canada Journal, 2020
While feedback is widely considered essential for second language (L2) writing development (Bitchener & Ferris, 2012), teachers may not always be able to provide their learners with immediate and frequent corrective feedback. Automated writing evaluation (AWE) systems can help respond to this challenge by providing L2 learners with written…
Descriptors: Writing Evaluation, Feedback (Response), Error Correction, Second Language Instruction
Altamimi, Dheif Allah Hussain Falah; Ab Rashid, Radzuwan; Elhassan, Yasir Mohamed Mohamed – English Language Teaching, 2018
The purpose of this review paper is to identify the core spelling errors in Arabic and Non Arabic Contexts. The most common difficulty that Arab learners may face during their English writing is correct spelling, for many different reasons such as the interference between English and Arabic language and the irregularity of the English language…
Descriptors: College Students, Spelling, Error Patterns, Error Correction
Unnam, Abhishek; Takhar, Rohit; Aggarwal, Varun – International Educational Data Mining Society, 2019
Email has become the most preferred form of business communication. Writing "good" email has become an essential skill required in the industry. "Good" email writing not only facilitates clear communication, but also makes a positive impression on the recipient, whether it be one's colleague or a customer. The aim of this paper…
Descriptors: Grading, Electronic Mail, Feedback (Response), Written Language