How to Research Second Language Writing

Polio, Charlene

doi:10.1002/9781444347340.ch8

Cited by 12 publications

(6 citation statements)

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“…The results of this study revealed that students deliberated about language use far more frequently than about discourse and rhetorical aspects of text, and that there was relatively little deliberation about the use of cohesive devices in writing. Polio (2011) points out that by observing students interacting about writing, we can gain insight into what they are focusing on. In this study, students clearly seemed to focus on language use.…”

Section: Discussionmentioning

confidence: 99%

“…In this study language-related episodes that focused on the cohesion and organization of text (referred to as discourse-related LREs) were identified alongside language-related LREs and mechanics-related LREs that had been identified in previous research. Polio (2011) points out that by observing students interacting about writing, we can gain insight into what they are focusing on. Thus, by comparing the frequency of LREs relating to cohesion and the use of cohesive devices to those associated with language use or the mechanics of writing, we can gauge how much students are focusing on this aspect of writing and at the same time identify opportunities to learn about cohesion that may be provided by student interaction.…”

Section: F Identification Of Language-related Episodes and Assessment...mentioning

confidence: 99%

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How Does the Use of Cohesive Devices in L2 Individual Writing Change After Writing Collaboratively or Independently?

Davison,

Hasaneen

2024

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This study looked at how completing collaborative or independent writing can affect the individual writing that students subsequently produce; specifically at how the use of cohesive devices in individual L2 student writing changes as a result of completing these two writing procedures under the same conditions. To do so, this large-scale study (n=128) looked at the use of cohesive devices in individual writing completed before (pre-test) and after (post-test) either collaborative or independent writing had been carried out. It also assessed examples of collaborative writing dialogue (n=94) to identify student deliberation about cohesion and the organization of the coauthored text; comparing the frequency of these to discussions about language use and mechanics of writing. Results revealed that there were very similar significant changes in the use of cohesive devices in the individual post-test writing of students from both writing groups and minimal student discussion about the use of cohesive devices in collaborative writing dialogue. Therefore, it is possible that the changes noted in the collaborative writing group (and the independent writing group) were possibly due to instruction and not due to the type of writing completed. On the other hand, students frequently engaged in discussions about language use and thus collaborative writing may be more conducive to learning about this aspect of writing.

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Section: Discussionmentioning

confidence: 99%

Section: F Identification Of Language-related Episodes and Assessment...mentioning

confidence: 99%

How Does the Use of Cohesive Devices in L2 Individual Writing Change After Writing Collaboratively or Independently?

Davison,

Hasaneen

2024

tpls

View full text Add to dashboard Cite

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“…The think-aloud protocol process was piloted among five students to discover and remove practical obstacles in administering the think-aloud protocol. As Polio (2012) asserts, a think-aloud must be done relatively near the event for maximum accuracy. Therefore, the researchers conducted the think-aloud procedure 3 days after the original event.…”

Section: Instruments and Materialsmentioning

confidence: 99%

Exploring the Perceived and Real Metacognitive Reading Strategies of Iranian EFL Learners: Different Text Types in Focus

2023

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This mixed methods study examined whether perceived metacognitive reading strategies differed in Iranian EFL learners with different reading abilities. It also compared their actual (real) utilization of metacognitive reading strategies in different English text types (narrative and expository). Four hundred Iranian university students studying TEFL were selected according to their performance on the Oxford Placement Test. A Persian Reading Comprehension Placement Test, Reading Section of PET, and English and Persian Perceived Reading Strategy Questionnaires were administered. One hundred thirty-three students were selected and divided into two groups based on the Persian Reading Comprehension Placement Test scores. Those who achieved above the mean score were classified as high readers and others as low readers. After administering the questionnaires and conducting think-aloud, the data were analyzed through chi-square, MANOVA, and theme-based analysis. The findings revealed that the realizations of global reading strategies regarding frequency and type were not different in Iranian EFL learners’ perceived metacognitive reading strategies. The findings also indicated a significant difference between the frequency and type of problem-solving reading strategies. The results confirmed that learners used the same global and problem-solving strategies in reading narrative and expository text types, while the pattern of using support-reading strategies was different. The most frequent support reading strategies used in expository text were paraphrasing, circling the information, and reading aloud while summarizing and asking questions were the most frequent support reading strategies used in narrative text. The theoretical and pedagogical implications of the study were finally pointed out.

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“…Se decidió proponer este inicio para evitar el uso del presente histórico y guiar la producción de los informantes hacia el uso de formas de pasado (Salaberry, 1999). Para garantizar la similitud entre las producciones y, por tanto, una comparación más precisa entre las producciones, facilitamos a los informantes una serie de fotogramas del vídeo (Polio, 2012), 18 en total. La prueba no incluía límites de tiempo ni de extensión, únicamente se dio la instrucción explícita de que los textos incluyeran todas las escenas representadas en los fotogramas.…”

Section: Instrumentos Y Procedimientounclassified

El uso de los tiempos de pasado en la construcción de la temporalidad en español L2 en niveles avanzados de competencia

2021

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How to Research Second Language Writing

Cited by 12 publications

References 50 publications

How Does the Use of Cohesive Devices in L2 Individual Writing Change After Writing Collaboratively or Independently?

How Does the Use of Cohesive Devices in L2 Individual Writing Change After Writing Collaboratively or Independently?

Exploring the Perceived and Real Metacognitive Reading Strategies of Iranian EFL Learners: Different Text Types in Focus

El uso de los tiempos de pasado en la construcción de la temporalidad en español L2 en niveles avanzados de competencia

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