The present paper reports on the effectiveness and inclusiveness of human-delivered synchronous written corrective feedback (SWCF) in paired writing tasks. Replicating Yamashita, Study 2 and Study 3 each conducted a classroom-based quasi-experimental study in an English-as-a-Second-Language (ESL) writing program at an American university. In Study…

Textual coherence is an important part of writing. This study examines whether textual coherence affects the quality of argumentative essays by evaluating papers written by 22 EFL university students. Firstly, the argumentative essays were evaluated by two raters using an AP English Argumentative Writing rubric available on Turnitin, an online…

Instructors consistently complain about students not reading or using feedback. To address this issue, the authors designed an in-class feedback exercise. The authors found that when students recognize the importance of feedback on writing assignments, they look forward to getting, reading, and using such feedback, and instructor efficacy…

Although providing students with teacher written corrective feedback for their writing is considered critical, research has not come to conclusive findings on which form of written corrective feedback can best promote students' learning. Students still face a lot of problems in making sense of written corrective feedback from their teachers.…

This book captures the diversity and richness of writing as it relates to different forms of abilities, skills, competencies, and expertise. Psychologists, educators, researchers, and practitioners in neighboring areas are interested in exploring how writing develops and in what manner this development can be fostered, but they lack a handy,…

Results showed: (1) the dyslexic student produced syntactically complex structures comparable to nondyslexic writers; (2) primary semantic errors were inappropriate word choices and incorrect determiners; (3) the major problem with organization involved difficulties with expanding an idea and (4) metacognitive strategies included difficulties with…

Native and nonnative (Indians) English as a Second Language (ESL) teachers' evaluations of certain errors in the written English of ESL college students were compared. Results indicated that native and nonnative perceptions of error gravity were not alike, although both groups saw verb-related error categories like tense, agreement, and question…

Comparison of the effects of error- versus message-oriented written feedback on second-language students' essays found that error corrections and rule reminders did not significantly improve students' written accuracy or enhance the ideational quality of their writing, whereas message-related comments promoted writing proficiency. (63 references)…

Examined English compositions written from plans in English and Turkish by Turkish university students from two different proficiency levels. The study investigated whether there were differences between plans written in Turkish and English and the resulting compositions that correlate with the topic and proficiency level, and whether there were…

A study was designed (1) to test whether adult writing is superior to adult speech in terms of organization and content and (2) to assess college students' ability to discriminate between passages differing in quality. Written and spoken passages that compared and contrasted two entities were elicited from college students and adult professionals.…

The effects of two distinct ways of responding to a student essay (discrete-item attention to form and holistic feedback on meaning) were compared for a linguistically diverse group of 26 first-year college students. Findings suggest that the holistic response is likely to result in improvements in grammatical accuracy. (19 references) (Author/LB)

In this Canadian college study, 22 Japanese, English-as-a-Second-Language (ESL) learners' translation processes and writings were examined and contrasted with the same group's first-language (L1) and second-language (L2) writing performance. All subjects (aged 19-23 years) had been educated in Japan in Japanese prior to attending English-language…

A database used in an analysis of writing errors of Swedish university students is discussed, including the major grammatical and vocabulary errors discovered. This study is compared with others, including a study of the writing errors of students from a variety of first-language backgrounds. Applications and directions for future research are…

A study examined the identification of distinct subgroups of learning-disabled young adults based on their ability to generate written language. Two subgroups of learning-disabled college students, the language strong/visually weak (N=22) and the visually strong/language weak (N=10), were identified based on evaluation of 32 essays. Subjects were…