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Effects of Task Complexity on the Fluency and Lexical Complexity in EFL Students' Argumentative Writing
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Ong, Justina; Zhang, Lawrence Jun – Journal of Second Language Writing, 2010
Based on Robinson's (2001a,b, 2003) Cognition Hypothesis and Skehan's (1998) Limited Attentional Capacity Model, this study explored the effects of task complexity on the fluency and lexical complexity of 108 EFL students' argumentative writing. Task complexity was manipulated using three factors: (1) availability of planning time; (2) provision…
Descriptors: Difficulty Level, English (Second Language), Second Language Learning, Persuasive Discourse
Power Perceptions and Negotiations in a Cross-National Email Writing Activity
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Liu, Yichun – Journal of Second Language Writing, 2011
The present study investigates EFL students' perceptions of power differentials and their negotiation strategies when communicating with native English-speaking students via emails. The study involved 28 Taiwanese and American undergraduates who participated in a semester-long cross-national email writing activity. Findings show that students in…
Descriptors: Student Attitudes, English (Second Language), Second Language Learning, Second Language Instruction
Developmental Changes in the Use of Interactional Resources: Persuading the Reader in FL Book Reviews
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Ryshina-Pankova, Marianna – Journal of Second Language Writing, 2011
Negotiating stance and carrying on social interaction in writing in educational contexts has been characterized by the choice of linguistic means away from explicit expressions of opinion representative of the informal relationship with the addressee towards the language that strives to conceal a subjective viewpoint and construes a formal…
Descriptors: Opinions, Discourse Analysis, Interpersonal Relationship, Book Reviews
NNS Students' Arguments in English: Observations in Formal and Informal Contexts
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Chandrasegaran, Antonia – Journal of Second Language Writing, 2008
The ability to construct supported arguments in English is important for academic success in educational contexts where English is the language of instruction and student assessment is mediated through the academic essay. Starting from the hypothesis that students schooled in an English-medium education system do engage in friendly argument in…
Descriptors: Language of Instruction, English (Second Language), Second Language Learning, Academic Achievement
Comparing L1 and L2 Organizational Patterns in the Argumentative Writing of Japanese EFL Students.
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Hirose, Keiko – Journal of Second Language Writing, 2003
Compared Japanese first language (L1) and English second language (L2) organizational patterns in the argumentative writing of Japanese English-as-a-Foreign-Language (EFL) student writers. Made within-subject comparisons of L1 and L2 compositions in terms of organizational patterns, organizational scores, and overall quality. (Author/VWL)
Descriptors: Comparative Analysis, English (Second Language), Japanese, Persuasive Discourse
Questioning the Importance of Individualized Voice in Undergraduate L2 Argumentative Writing: An Empirical Study with Pedagogical Implications.
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Helms-Park, Rena; Stapleton, Paul – Journal of Second Language Writing, 2003
Contends second language literature yields little empirical evidence of a relationship between the features associated with first language voice and quality of academic writing. Writing samples requiring learners to argue in favor of or against an aspect of Canada's immigration policy were elicited from 63 students in a writing-intensive…
Descriptors: Academic Discourse, College Students, English (Second Language), Higher Education