The use of diverse techniques for the evaluation of writing tasks in English as a Foreign Language (EFL) has made its way into the EFL classroom in order to facilitate both the teachers’ task and the L2 students’ comprehension. Thus, the aim of this paper is to explore how undergraduate students may be trained in the use of rubrics, an ecologically valid feedback technique, and how they might assess sample writing tasks. This way, we will observe how able they are to identify dissimilarities and consistencies in these writing tasks on the basis of a specific genre as an article.

The study of pausological behavior in L2 writing has been a matter of interest in recent years (see Lindgren & Sullivan, 2019), leading to a number of empirical studies which have explored pausing behavior from different angles. Among the many elements of pausological behavior, the pause threshold has aroused controversy in recent years (Alves et al., 2008) given its role in helping to discern lower-level and higher-level cognitive processes associated with L2 writing. While the research intent has focused recently on observing how pausological behavior varies according to the pause thresholds in adult L2 writers (Medimorec & Risko, 2017), this element of writing has not been examined in children L2 writers. For that purpose, this study analyzes pausological behavior and transcription fluency based on a picture-based story task by children L2 writers. Results indicate that pauses at word boundaries were more frequent than at sentence or paragraph boundaries. Likewise, the text boundary effect was not fully replicated, contrary to what studies in adult L2 writers have shown (see Wengelin, 2007).

The development of skills in English as a Foreign Language (EFL) is a necessary requirement for communication, but equally for L2 enhancement. Thus, the aim of this paper is to propose a system of activities for the Degrees in Education. This system integrates two skills, that is, reading and speaking, in addition to enhancing the development of critical thinking skills. All these aspects will be intimately linked to the importance of the education-related context for future school teachers.

This study was motivated by Truscott’s (1996, 2004) scarcely empirically tested claims that written corrective feedback (WCF) processing hinders fluency in subsequent rewriting owing to learners’ purposeful avoidance of making mistakes by composing shorter texts at a higher speed. It examined the writing fluency of the texts produced by eighteen 10-11-year-old L2 English children in a digital environment. They were divided into a feedback (N = 10) and a self-correction group (N = 8). Both groups engaged in a three-stage task: writing, comparison of their texts with a model or self-editing as appropriate, and rewriting. Fluency was analyzed via five product/offline and five process/online measures. The texts and writing behaviors were recorded with Inputlog 8.0. The results partially support Truscott’s claims. The feedback group improved their fluency in all the ten measures. However, the self-editing group showed higher fluency than the feedback group in seven of the ten measures, with the corresponding Hedge’s effect sizes between groups ranging from small to large. The study enlightens our knowledge of young learners’ writing fluency and supports adopting a multidimensional approach to understand the complex and multi-faceted nature of fluency as mediated by WCF processing.

En los últimos años, han surgido una gran cantidad de materiales destinados a la enseñanza-aprendizaje de phrasal verbs para estudiantes de inglés como lengua extranjera. En este sentido, la mayoría de estos materiales no sigue ningún patrón fijado en lo que respecta a la secuenciación de actividades, así como en lo que concierne a la presentación del concepto. Por ende, el presente artículo persigue analizar las carencias existentes en materiales de diversas editoriales desde un punto de vista cognitivo y pedagógico (relacionándolos, en este caso, con el tradicional modelo de secuenciación P-P-P). Así, se ha realizado un análisis pedagógico-cognitivo de una selección de materiales de phrasal verbs de diferentes niveles de competencia. A la luz de las carencias observadas, se ha planteado una propuesta didáctica con una secuencia eficiente dentro del modelo PC (basado en Procesos Comunicativos) para promover la automatización de estas estructuras particulares en el repertorio activo de uso de la lengua por estudiantes de niveles diversos.