Self-Assessment in the Primary L2 Writing Classroom

2019 ◽  
Vol 75 (2) ◽  
pp. 183-196
Author(s):  
Kevin M. Wong ◽  
Pauline Mak
Keyword(s):  
L2 Writing ◽  
Writing Classroom ◽  
Self Assessment

scholarly journals Written Corrective Feedback: The Practitioners’ Perspective

2010 ◽  
Vol 10 (2) ◽  
pp. 47 ◽  
Author(s):  
Norman W. Evans ◽  
K. James Hartshorn ◽  
Emily Allen Tuioti
Keyword(s):  
Second Language Writing ◽  
Corrective Feedback ◽  
Writing Pedagogy ◽  
L2 Writing ◽  
Writing Classroom ◽  
Writing Teachers ◽  
Written Corrective Feedback ◽  
Language Writing ◽  
Fundamental Research ◽  
Research Questions

Considerable attention has been given to written corrective feedback (WCF) in second language writing (L2) over the past several decades. One of the central questions has focused on the appropriateness of its use in L2 writing. In these academic discussions, scholars frequently describe how WCF is utilized in the classroom. However, many of these claims of teacher practice have no research base, since few studies have actually asked teachers what place WCF has in their writing classroom (Ferris, et al., in press/2011a; Ferris, et al., in press/2011b; Hyland, 2003; Lee, 2004). This paucity of data from teachers about their WCF practices is problematic. Understanding teacher perspectives on corrective feedback is integral to our understanding the place of WCF in L2 writing pedagogy. Accordingly, this article reports on a study that asks two fundamental research questions: (a) To what extent do current L2 writing teachers provide WCF? and (b) What determines whether or not practitioners choose to provide WCF? These questions were answered by means of an international survey completed by 1,053 L2 writing practitioners in 69 different countries. Results suggest that WCF is commonly practiced in L2 pedagogy by experienced and well-educated L2 practitioners for sound pedagogical reasons.

Source work in the first-year L2 writing classroom: Undergraduate L2 writers' use of reporting verbs

2018 ◽  
Vol 34 ◽  
pp. 86-96 ◽  
Author(s):  
Monica Heejung Kwon ◽  
Shelley Staples ◽  
R. Scott Partridge
Keyword(s):  
L2 Writing ◽  
First Year ◽  
Writing Classroom

scholarly journals EXPRESSING VOICE IN A FOREIGN LANGUAGE: MULTIWRITING HAIKU PEDAGOGY IN THE EFL CONTEXT 

2017 ◽  
Vol 28 (2) ◽  
pp. 260 ◽  
Author(s):  
Atsushi Iida
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
L2 Writing ◽  
Composition Classroom ◽  
Target Language ◽  
College Writing ◽  
Writing Classroom ◽  
Efl Context ◽  
Poetic Text ◽  
Teaching Voice

One of the crucial perspectives in the teaching of second language (L2) writing is to develop voice (Iida, 2010; Paltridge et al., 2009). While scholars have discussed the significance of teaching voice from theoretical viewpoints, there is scant reporting on how to teach the concept and how to train L2 writers to express their own thoughts in the target language in the composition classroom. The aim of this article is to discuss how L2 writers can develop their voice through poetry writing in the L2 composition classroom. After describing the concept of voice and the feature of multiwriting, this article will explore the potential of multiwriting haiku pedagogy as a way to develop and express voice in the EFL freshman college writing classroom. It will also present a step-by-step approach for multiwriting haiku in the EFL classroom and then illustrate how Japanese EFL writers express voice and articulate self in the poetic text with the pedagogical guidelines. 

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