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Melissa Baralt; Shayl F. Griffith; K. Lori Hanson; Nicolas André; Lisa Blair; Daniel M. Bagner – Journal of Early Childhood Literacy, 2024
Haitian Creole, or Krey'ol, has a unique history because it is historically an oral language; however, significant efforts have been made to standardize its orthography and to promote its literacy base. It also comes from a diglossic society: Haitian Creole is spoken in familiar settings such as the home, while French is used in formal settings…
Descriptors: Family Literacy, Family Programs, Literacy Education, Creoles
Taichi Yamashita – Computer Assisted Language Learning, 2024
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…
Descriptors: Synchronous Communication, Feedback (Response), Student Evaluation, Written Language
Jacob D. Richter – Composition Forum, 2024
This article offers composition theorists and practitioners insight into how social media pedagogies can help support the development of distributed expertise in writing classrooms. Reporting on the findings of an IRB-approved qualitative case study, this article showcases how students learning from and alongside one another in a Slack social…
Descriptors: Social Media, Writing (Composition), Introductory Courses, Teaching Methods
Rebecca Morris; Stephen Gorard; Beng Huat See; Nadia Siddiqui – Oxford Review of Education, 2024
Teacher workload is an important policy concern in many education systems around the world, often considered a contributory factor in teacher attrition. One aspect of workload that could be addressed is reducing the amount of written marking and feedback that teachers do. This article reports on the results of an evaluation of FLASH Marking, an…
Descriptors: Faculty Workload, Feedback (Response), Written Language, Formative Evaluation
José Manuel Arencibia Alemán; Astrid Marie Jorde Sandsør; Henrik Daae Zachrisson; Sigrid Blömeke – Assessment in Education: Principles, Policy & Practice, 2024
Modest correlations between teacher-assigned grades and external assessments of academic achievement (r = 0.40-0.60) have led many educational stakeholders to deem grades subjective and unreliable. However, theoretical and methodological challenges, such as construct misalignment, data unavailability and sample unrepresentativeness, limit the…
Descriptors: Grades (Scholastic), Grading, Achievement Tests, Test Validity
Kimberly Wolbers; Hannah Dostal; Leala Holcomb; Kelsey Spurgin – Grantee Submission, 2024
Writing is an essential element of literacy development, and language plays a central role in the composing process, including developing, organizing, and refining ideas. Language and writing are interconnected, making it paramount for educators to attend to the development of deaf students' language skills. In this quasi-experimental study, we…
Descriptors: Deafness, Students with Disabilities, Expressive Language, Language Skills
Treiman, Rebecca; Kessler, Brett – Scientific Studies of Reading, 2022
Learning to read and spell involves learning about the written forms of words and how these are linked to language. Writing systems include formal patterns, which pertain to the appearance of written words, and functional patterns, which pertain to links between units of writing and units of language. We review the evidence that learners of a…
Descriptors: Spelling, Written Language, Direct Instruction, Teaching Methods
Bowles, Melissa A.; Gastañaga, Kacie – Studies in Second Language Learning and Teaching, 2022
This study compares the processing of three different types of written corrective feedback (WCF) by heritage language (HL), second language (L2), and third language (L3) learners who wrote and revised three short essays and received a different type of WCF for each essay (i.e., direct, coding, or underlining). Comparison of pre- and post-feedback…
Descriptors: Native Language, Second Language Learning, Cognitive Processes, Written Language
Arslan-Ari, Ismahan; Ari, Fatih – Journal of Research on Technology in Education, 2022
This study explored how pre-K children process an e-book with narration through eye movements, and also the effects of visual cues on preschoolers' visual attention to text, word recognition, and comprehension. Data were collected from eight children attending a university-associated daycare center. Eye tracker was used to record the participants'…
Descriptors: Preschool Children, Electronic Books, Eye Movements, Visual Aids
Apaloo, Marie; Cardoso, Walcir – Language Awareness, 2022
Possessive determiners (PDs) "his" and "her" are challenging for L2 learners to acquire, and this difficulty has been attributed to several factors, including negative L1 transfer effects (White et al., 2007). What researchers have not yet considered is how PDs are acquired by learners whose L1 predicts positive transfer…
Descriptors: Foreign Countries, Portuguese, Dialects, Second Language Learning
Emrey-Arras, Melissa – US Government Accountability Office, 2022
If colleges provide inaccurate or misleading information about, for example, their students' ability to transfer course credits to another college or qualify for a specific certification after graduation, students may have difficulty completing their degree, finding a job in their field, or paying back their student loans. Education is responsible…
Descriptors: Higher Education, Federal Government, Public Agencies, Compliance (Legal)
Nicholas Carr – Journal of Response to Writing, 2022
This case study investigates how two English language learners used knowledge they coconstructed while collaboratively processing written corrective feedback (WCF) on jointly produced texts. It does so through the lens of sociocultural theory (SCT). This study extends the extant literature by investigating how coconstructed knowledge emerging from…
Descriptors: Writing Evaluation, Feedback (Response), Error Correction, English Language Learners
Lee, Icy – Applied Linguistics, 2023
In English as an additional language writing, error correction or error feedback is most commonly referred to as 'written corrective feedback (WCF)'. The emphasis on 'correctness' in 'WCF' suggests native-speakerist standards or norms, which are controversial in an increasingly globalized world. In this Forum article, I discuss the problems…
Descriptors: English (Second Language), Second Language Learning, English Language Learners, Feedback (Response)
Tang, Gladys; Li, Qun; Li, Jia; Yiu, Chris K.-M. – American Annals of the Deaf, 2023
The literacy development of d/Deaf and hard of hearing (d/Dhh) children has always been a matter of grave concern among educators, and grammatical knowledge is said to constitute a major component such development. The present article reports on a study that examined the development of Chinese grammar among groups of d/Dhh and hearing children who…
Descriptors: Chinese, Grammar, Deafness, Hearing Impairments
Euanorasetr, Nutcha; Suwanarak, Kasma – LEARN Journal: Language Education and Acquisition Research Network, 2023
This study explored Thai EFL teachers' beliefs about teaching EFL reading regarding text-based and competency-based reading approaches and examined whether the teachers' demographic factors had an impact on their beliefs. The participants were 24 Thai EFL teachers from the Business English department in an international university in Thailand. The…
Descriptors: English (Second Language), Language Teachers, Reading Instruction, Teaching Methods