Implementing and evaluating a writing conference program for international L2 writers across language proficiency levels

Eckstein, Grant

doi:10.1016/j.jslw.2013.03.001

Cited by 17 publications

(15 citation statements)

References 27 publications

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“…Much of the research on one-to-one conferences regarding L2 student writing has been done at writing centers instead of in the classroom. However, individual conferences done either in a classroom or a writing center have been found to be beneficial to writing development because they are individualized, flexible, and provide cultural, rhetorical, and linguistic information (Eckstein 2013). A collaborative environment between students and teachers is seen as most productive.…”

Section: Literature Reviewmentioning

confidence: 99%

Using screencasting to give feedback for academic writing

Bush

2020

Innovation in Language Learning and Teaching

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This article reports on student reactions to a relatively new method of giving feedback using a technique called 'screencasting'. Screencasting is a technique where the computer screen is captured in a video while an audio recording is being made. In this way, students can receive oral feedback in conjunction with written corrective feedback. Forty-four freshman students from an advanced writing class in the ELT department of a small private university in Istanbul participated in the study. During the semester, three high stakes essay assignments were given. For the first essay only written corrective feedback was given, but for the subsequent two essays students received a combination of written and oral feedback through screencasting. Screencasting was originally used because it was purported to be more efficient than written corrective feedback. While it wasn't found to be more efficient for the teacher, it was enthusiastically embraced by the students. To gauge the students' perceptions, a survey was given at the same time as the final exam. The survey included a section for demographics, four open-ended questions, and 28 Likert scale-type questions. The Likerttype questions represented nine categories of inquiry including both practical and affective factors. The results indicated overwhelmingly that the students perceive screencast feedback as more pleasant and more effective than written corrective feedback alone. The technique is appropriate to the twenty-first century classroom and the learning styles of modern students. It is recommended that this technique be adopted in academic writing classes.

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Section: Literature Reviewmentioning

confidence: 99%

Using screencasting to give feedback for academic writing

Bush

2020

Innovation in Language Learning and Teaching

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“…In addition, Eckstein (2013) found that Feedback in the form of conferencing and RTM help students write much better, and the students are more familiar with feedback given by the teachers. Rahimpour (2013) found that the students treated using RTM improved significantly their writing performances in terms of their rhetorical strategies using code glosses according to their respective mother tongue, demonstrating the significant function of elaboration in academic discourse.…”

Section: Discussionmentioning

confidence: 99%

“…This interaction, therefore, will be meaningful if the texts are written in acceptable ways or consensus among the language users. The fact shows that in EFL settings, low proficiency language users are responding by focusing more on local issues, and high proficiency language users are responding like stronger writers by focusing more on global issues (Eckstein, 2013). Local issues deal with grammar, vocabulary, and mechanics.…”

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confidence: 99%

Reformulation, text modeling, and the development of EFL academic writing

Sulistyo

Heriyawati

2017

JEFL

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This paper mainly investigates the benefits of the implementation of Reformulation and Text Modelling in an EFL writing setting. Reformulation and Text Modeling (henceforth RTM) is intended to help EFL students understand better how to write academic texts to make their texts sound as nativelike as possible. Therefore, RTM was implemented in a writing class in which 35 students participated as the respondents of the study. They were treated with RTM and their essays were then analyzed to examine the effects of the implementation of RTM on their writing products. Besides, this study investigated further the students' perception towards RTM in EFL writing settings. The findings of this study proved that RTM is beneficial to improve students' writing performances and students have positive perceptions on RTM. The implications of the findings for language learning are also discussed.

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“…Although several researchers, for example Demirel and Enginarlar (2016), Ho et al (2020), Huisman et al (2019), Klimova (2015), Angel et al (2017), Nurie (2020), Sotoudehnama and Pilehvari (2016), and Yamalee and Tangkiengsirisin (2019) argued that any kinds of feedback helps students become better writers in class and beyond, conference feedback has a distinct feature, as a process-oriented technique, for enhancing students' writing abilities to improve language accuracy and meaning in the written texts (Atai & Alipour, 2012;Chandler, 2003;Ekmekci, 2015;Lerner, 2005;Sotoudehnama & Pilehvari, 2016). In addition, this feedback focuses not only on teacher's feedback but also on teacher-student interactions along a writing process (Eckstein, 2013;Lerner, 2005) which helps develop students' writing skills and speaking abilities (Hyland & Hyland, 2006;Nosratinia & Nikpanjeh, 2015). However, the study on the effects of conference feedback on Cambodian students' EFL writing has never been conducted in Cambodia although it has been widely recognized (Eckstein, 2013;Klimova, 2015;Nosratinia & Nikpanjeh, 2015;Sotoudehnama & Pilehvari, 2016) as an effective strategy for the writing classes.…”

Section: Introductionmentioning

confidence: 99%

“…In addition, this feedback focuses not only on teacher's feedback but also on teacher-student interactions along a writing process (Eckstein, 2013;Lerner, 2005) which helps develop students' writing skills and speaking abilities (Hyland & Hyland, 2006;Nosratinia & Nikpanjeh, 2015). However, the study on the effects of conference feedback on Cambodian students' EFL writing has never been conducted in Cambodia although it has been widely recognized (Eckstein, 2013;Klimova, 2015;Nosratinia & Nikpanjeh, 2015;Sotoudehnama & Pilehvari, 2016) as an effective strategy for the writing classes. Without any preliminary studies, the teacher-researcher conceptualized conference feedback as a conversational-process design with a clear purpose, structure, and role for the teacher and the students to work on improving the accuracy of the written texts.…”

Section: Introductionmentioning

confidence: 99%

Investigating conference feedback in Cambodian EFL class: students’ writing accuracy improvement and their views of the feedback

Chan

2021

J. Eng. Foreign. Lang.

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Research of conference feedback on EFL students' writing accuracy is a vital issue; however, it has never been conducted in Cambodia. This study was carried out to fill this void by investigating conference feedback to improve students' writing accuracy in four categories: semantic, grammatical, mechanic, and lexical features. It also explored the students' perceptions of the feedback in the context of EFL writing class. One class, with twelve students, from 18 to 25 years of age, with a ratio of 8:4 women: men, was purposively chosen for the study which was designed in two cycles, each with eight steps. Data were collected from the writing tests, writing assignments, students' self-evaluation survey, and focus-group discussions. Findings revealed that conference feedback had improved students' writing skills by allowing them to use correct grammar and expressions. The feedback has also developed students' engagement in the writing process. It also proposed a pedagogical implication that effective feedback through a conference approach depends to a great extent on the knowledge and experience of the teacher, classroom resources, and interactions between the teacher and the student.

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Implementing and evaluating a writing conference program for international L2 writers across language proficiency levels

Cited by 17 publications

References 27 publications

Using screencasting to give feedback for academic writing

Using screencasting to give feedback for academic writing

Reformulation, text modeling, and the development of EFL academic writing

Investigating conference feedback in Cambodian EFL class: students’ writing accuracy improvement and their views of the feedback

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