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Handbook of second and foreign language writing
The Handbooks of Applied Linguistics provide a state-of-the-art description of established and emerging areas of Applied Linguistics. Each volume gives an overview of the field, explains the most important traditions and their findings, identifies the gaps in current research, and gives perspectives for future directions.
eBook
The Effect of Production-Oriented Approach on Chinese University Students’ Foreign Language Writing Anxiety and English Writing Performance: Evidence From a Longitudinal Study
Many researchers have acknowledged the benefits of the production-oriented approach (POA) in teaching English as a Foreign Language (EFL) writing. However, the impacts of POA on students’ foreign language writing anxiety and English writing performance were still under-researched. Therefore, this longitudinal quasi-experimental study investigated the effect of POA on foreign language writing anxiety and English writing performance among 128 Chinese EFL university students. The experimental group was instructed through POA for 15 weeks, while the traditional product-oriented approach was used to teach the control group. Results revealed significant enhancement in the experimental group’s English writing performance after a 15-week intervention in the post-test, and the effect was retained in the delayed post-test. Significant decreases in foreign language writing anxiety were found in the experimental group after the intervention in the post-test, and the effect was retained in the delayed post-test. In contrast, no significant changes were found in the control group’s foreign language writing anxiety and English writing performance in the post-test and delayed post-test.
Journal Article
The effectiveness of integrating technology in EFL/ESL writing: a meta-analysis
PurposeThis paper aims to highlight a research on integrating technology into teaching and learning of second/foreign language writing.Design/methodology/approachIn total, 18 empirical studies, involving a total of 1,281 second and foreign language learners, have been reviewed. These studies are selected from the following two databases: Web of Science and Google Scholar. The meta-analysis investigates how effect sizes vary depending on these moderators as follows: stage of writing, language context, learners’ educational level and language proficiency level.FindingsThe findings of this meta-analysis have indicated that technology has a large effect on second/foreign language writing (d = 1.7217). These findings have also revealed that the two stages of writing, drafting and editing, have received most of the researchers’ concern. In addition, high school and university learners have achieved a larger effect size of using technology in writing learning; beginner learners have achieved the smallest effect size.Originality/valueTo sum, the previous meta-analyses and reviews tried to explore the effect of computer on writing skills. However, some of them were limited to special groups (Williams and Beam, 2019) and some others analyzed very few studies (Little et al., 2018). Therefore, a comprehensive analysis of the effect of implementing technology in writing skills is needed. The purpose of this study is to perform a meta-analysis of the primary studies about the integration of technology into writing skills. The primary goals of this meta-analysis were to: examine the overall effects of implementing technology in writing; synthesize the relationship between technology and a number of moderators such as stages of writing, language context, learners’ target language proficiency and learners’ educational level (school and university).
Journal Article
The Relationship Between Chinese EFL Learners’ Foreign Language Writing Enjoyment and Writing Vocabulary Strategy
As an important aspect of second language learning, vocabulary has traditionally been the focus of foreign language writing instruction. However, since the introduction of positive psychology into the field of second language acquisition, research on learners’ writing vocabulary strategies from this perspective has not been abundant. The purpose of the present study is to explore the relationship between high school students’ foreign language writing enjoyment and writing vocabulary strategy. The results show that there is a significant positive relationship between senior high school students’ foreign language writing enjoyment and their writing vocabulary strategy, and that two factors: teacher appreciation and personal enjoyment have significant predictive effects on their writing vocabulary strategy. This suggests that positive emotions of both teachers and learners themselves can help to improve learners’ vocabulary application.
Journal Article
Voices, identities, negotiations, and conflicts : writing academic English across cultures
The volume aims to provide insights into the process of knowledge construction in EFL/ESL writing & mdash;from classrooms to research sites, from the dilemmas and risks NNEST student writers experience in the pursuit of true agency to the confusions and conflicts academics experience in their own writing practices. Knowledge construction as discussed in this volume is discussed from individualist, collectivist, cross-cultural, methodological, pedagogical, educational, sociocultural and political perspectives. The volume features a diverse array of methodologies and perspectives to sift, problematise, interrogate and challenge current practice and prevailing writing and publishing subcultures; and most importantly, it does so by presenting to readers that writing for publications should genuinely be for knowledge development and should not be restricted to only the considered 'knower of the game'. In this spirit, this volume wishes to break new ground and open up fresh avenues for exploration, reflection, knowledge construction, and evolving voices.
Book
Contextual factors impacting feedback practices for non‐English L2 writing
Within the growing body of work on L2 writing, most of the literature on teacher feedback addresses issues related to writing in English, with relatively little literature focusing on feedback in other languages. Due to the sociolinguistic status of English versus other languages, the varying roles that writing can play in target‐language instruction, language‐specific factors, and the presence of heritage language learners in some classrooms, feedback on learners' writing in non‐English L2s differs in salient ways from that which instructors provide in ESL and EFL contexts. This article discusses these issues and provides suggestions for pedagogy as well as directions for future research. The Challenge What options do instructors of non‐English foreign language writing have for responding to student writing? How do the contextual particularities of teaching foreign languages in the United States impact feedback practices?
Journal Article