Video screen capture to document and scaffold the L2 writing process

Several studies have been conducted to investigate the writing strategies used by skilled and less-skilled English writers, particularly in the EFL context but only a few have attempted to observe the strategies employed by skillful/proficient English students, predominantly in the Indonesian context. Therefore, the interest of this research was to discover the types of writing strategies applied by three skillful English students while writing in English (L2) and evaluate their substantial effects. The participants were three graduate students majoring in English Education. Moreover, the data obtained from Think-Aloud Protocols, semi-structured interviews, and written drafts were analyzed and evaluated and the results showed the writing process of the students varied. On the whole, the disparities presented a more understanding of students' writing process. It was also discovered that the three students applied similar strategies but the major inconsistency was in the manner with each was implemented.

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STANCE MARKERS: AN UNDERDEVELOPED ASPECT OF SERBIAN EFL WRITERS’ COMPETENCE

NAUKA I NASTAVA U VASPITNO-OBRAZOVNOM KONTEKSTU ◽

10.46793/stec20.457v ◽

2020 ◽

Author(s):

Marta Velickovic ◽

◽

Jelena Danilović-Jeremić ◽

Keyword(s):

English Learners ◽

English Language ◽

Writing Process ◽

L2 Writing ◽

Tertiary Level ◽

The University

The topic of the current study is the interactional dimension of metadiscourse, as expressed through lexico-grammatical devices in beginner L2 writing of L1 Serbian/L2 English learners. The participants’ use of metadiscourse devices was chosen due to its particular relevance for the beginner L2 writing process at the tertiary level. The sample of participants included a total of 70 English language majors attending the University of Niš. The corpus consisted of the students’ expository paragraphs collected over a period of nine weeks during the 2019/2020 schoolyear. The taxonomy used in this particular study was that of Biber (2006) and Min et al. (2019), with a particular focus of hedges, stance adjectives, stance adverbs, and stance verbs. The results obtained imply that stance markers deserve a more prominent place in the EFL classroom.

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Identification of Lexical Competence Problems in L2 Writing Process of Korean EFL University Students

English Teaching ◽

10.15858/engtea.62.1.200703.3 ◽

2007 ◽

Vol 62 (1) ◽

pp. 3-30

Author(s):

전유아

Keyword(s):

University Students ◽

Writing Process ◽

L2 Writing ◽

Lexical Competence

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The Effects of Immediate Versus Delayed Teacher Feedback on L2 Writing

Studies in English Language Teaching ◽

10.22158/selt.v9n3p69 ◽

2021 ◽

Vol 9 (3) ◽

pp. p69

Author(s):

Du Yi

Keyword(s):

Writing Process ◽

Delayed Feedback ◽

L2 Writing ◽

Teacher Feedback ◽

Student Writing ◽

Immediate Feedback ◽

Feedback Group ◽

Oral Feedback ◽

Adult Esl ◽

Effects Of Feedback

This study examined the differential effects of immediate versus delayed teacher feedback. It attempted to explore how best to give feedback on student writing. The focus was on the effects of feedback on the use of cohesive devices in L2 writing. Immediate feedback was provided during the writing process, while delayed feedback was operationalized after the completion of drafts. Six adult ESL learners were divided into two groups: an immediate feedback group and a delayed feedback group. The learners conducted two writing tasks and received feedback at different stages of the writing process. The results revealed that providing immediate oral feedback by asking questions during the writing process was a more effective way of responding to student writing and that it could benefit not only high proficiency students but also those who were at low proficiency level with no awareness of their writing problems.

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