Second language writing research and pedagogy: A role for computer logging?

2005 ◽  
Vol 22 (3) ◽  
pp. 297-317 ◽  
Author(s):  
Kristyan Spelman Miller
Keyword(s):  
Second Language ◽  
Second Language Writing ◽  
Writing Research ◽  
Language Writing

scholarly journals Second language writing development: A research agenda

2017 ◽  
Vol 50 (2) ◽  
pp. 261-275 ◽  
Author(s):  
Charlene Polio
Keyword(s):  
Second Language ◽  
Goal Setting ◽  
Second Language Writing ◽  
Writing Development ◽  
Linguistic Development ◽  
Text Production ◽  
Starting Point ◽  
Writing Research ◽  
Language Writing ◽  
Good Starting Point

In 1998, Wolfe-Quintero, Inagaki & Kim published a monograph describing measures used in assessing writing development. Despite more recent research on linguistic development (e.g., Bulté & Housen 2012; Verspoor, Schmid & Xu 2012; Connor-Linton & Polio 2014), the volume is still a valuable resource and good starting point for anyone wanting to select measures of fluency, accuracy, and complexity for second language (L2) writing research. The volume, however, was limited to research onlanguagedevelopment within the context of writing, and this is certainly one way to think about writing development. A recent edited volume by Manchón (2012), however, has greatly expanded conceptions of writing development showing that it involves much more that linguistic development, for example, genre knowledge (Tardy 2012) and goal setting (Cumming 2012) as well. Writing development can also focus on various aspects of the writing process and how writers’ change their approach to text production as they become more expert writers (e.g., Sasaki 2004; Nicolás-Conesa, Roca de Larios & Coyle 2014). This expansion of focus, of course, makes development more difficult to define.

REPLICATION AND REPORTING

1997 ◽  
Vol 19 (4) ◽  
pp. 499-508 ◽  
Author(s):  
Charlene Polio ◽  
Susan Gass
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learners ◽  
Second Language Writing ◽  
Second Language Learners ◽  
Level Of Detail ◽  
Proficiency Levels ◽  
Replication Studies ◽  
Writing Research ◽  
Language Writing

In this paper we address the need for replication studies in the field of second language acquisition and discuss the problems surrounding standards of reporting research. A particular focus is on the level of detail necessary for replication to take place. The lack of uniform standards is noted with specific examples of problematic reporting taken from descriptions of second language learners' proficiency levels and measures of linguistic accuracy in second language writing research. We propose ways that we believe will lead to more thorough reporting of research and that will therefore allow others to engage in replication.

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