Searching for differences and discovering similarities: Why international and resident second-language learners’ grammatical errors cannot serve as a proxy for placement into writing courses

Gennaro, Kristen di

doi:10.1016/j.asw.2016.05.001

Cited by 12 publications

(4 citation statements)

References 15 publications

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“…In view of limited information on how the appropriateness of article use was determined in the original study, in the replication study the judgments were based on the context provided by each text produced by L2 participants (cf. di Gennaro, 2016). Disagreements were resolved by discussion and ambiguous cases were disregarded (e.g., in several cases the intended reading was ambiguous as in, The woman felt a shame ; The bartender went to exit ; The woman who was a company with him ).…”

Section: The Replication Studymentioning

confidence: 99%

Focused written corrective feedback and linguistic target mastery: Conceptual replication of Bitchener and Knoch (2010)

Ekiert

Gennaro

2019

Lang. Teach.

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This study replicates Bitchener and Knoch (2010), which reported that written corrective feedback (WCF) targeting two single-rule English article functions (first mentionaand subsequent mentionthe) is effective. The current replication study repeats the original study in most respects but adds to the assessment of the intervention's efficacy by recording the impact of focused WCF on all functional article uses, and not just on the two uses targeted by the WCF. The results of the replication study partially confirm Bitchener & Knoch's results and introduce some further differentiated findings. It is concluded that while the focused WCF leads to increased accuracy in the targeted functions of articles, the same WCF may negatively impact the remaining non-targeted article functions, especially for the group that received the most explicit WCF in the form of metalinguistic explanation.

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Section: The Replication Studymentioning

confidence: 99%

Focused written corrective feedback and linguistic target mastery: Conceptual replication of Bitchener and Knoch (2010)

Ekiert

Gennaro

2019

Lang. Teach.

Self Cite

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“…Writing is a complex and demanding task to both native and non-native speakers. Learning writing skills requires mastery in cognitive, social, cultural, and linguistic competencies (Ellis, 2015;de Oliveira & Silva, 2016;di Gennaro, 2016;Mallia, 2017;Hussain, 2017). The writing skill is of paramount importance and one of the most essential skills required in college, as well as the workplace, to communicate knowledge (Wise, 2005).…”

Section: Introductionmentioning

confidence: 99%

Insight into Gender Effect on EFL Writing Strategies in the Narrative and Expository Genres: A Case Study of Multilingual College Students in Morocco

Mortaji¹

2018

IES

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Research on gender and writing strategies in English as a foreign language (EFL) is scarce. This study investigates whether Moroccan male and female undergraduates use similar or different writing strategies when composing essays in the narrative and expository genres. Using think-aloud as a main research tool, a questionnaire, and retrospective interviews, the researcher collected data pertaining to male and female students’ strategy use and cognitive processes while writing in EFL. The analysis of 64 think-aloud protocols revealed Moroccan undergraduates’ use of a variety of writing strategies in terms of type and frequency. Both main types and subtypes of writing strategies emerged. Two-way Analysis of Variance (ANOVA) revealed that each gender group used some writing strategies more frequently than the other group; however, this difference in frequency of use was not statistically significant. In addition, the interaction of gender, writing strategy use, and discourse type yielded a significant difference in the use of the strategy of codeswitching only (i.e., language switch). On the other hand, the qualitative analysis of the protocols and interviews revealed a large variation between males and females in the use of the twelve strategies under investigation, together with overall writing behaviors. These strategies shall be presented together with recommendations for teaching composition in the EFL classroom.

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“…Yet the toughest task for the L2 learners is to acquire the writing skills (Barkaoui, 2007;Daud et al, 2016). The learning of writing skills requires mastery in cognitive, sociocultural, and linguistic competencies (Ellis, 2015;de Oliveira & Silva, 2016;di Gennaro, 2016). Great interest is shown by the researchers for the implementation of new approaches in teaching and assessment of writing (Hoffman &Zollman, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

Teaching Writing to Second Language Learners: Bench-Marking Strategies for Classroom

Hussain

2017

SSRN Journal

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This study assesses teaching writing skills to the second language learners by utilizing benchmarking strategies of classroom. The study has used mixed approach of qualitative and quantitative analysis to evaluate learning and writing skills of second language among 400 students from different primary and secondary schools in Riyadh. The teachers were instructed to fill an assessment form to evaluate skills of students in learning second language through Benchmarking techniques of brainstorming, fable writing, speed writing, loop writing, and mini saga. The data was analyzed using a statistical software (SPSS) 20.0 version. Cross tabulation technique has been applied on the data collected through questionnaires to observe the appropriate responses of the teachers. The results revealed that 75% of the students were interested in learning writing in second language. Brainstorming technique (56.3%) was found to be most popular among the students and teachers. The majority of the teachers (84.4%) believe that acquiring writing skills is the toughest task for the second language learners. Moreover, brainstorming (p=0.000), narrating fables (p=0.002), and loop writing (0.000) were significant among students for learning second language. It has been concluded that the technique of brainstorming was effective among the students to learn writing skills in second language. Keywords:second language, brainstorming, loop writing, speed writing, mini saga, fable writing IntroductionThe development of second language skills among the students has always been an interesting task. The process of writing suggests that the students are actually taught how to write with coherence, acceptable spellings, and appropriate grammar structure in second language (Freedman et al., 2014).The strategies for classroom refers to the second language learning sense, which has been introduced to the complex shifts made by second language speakers. These strategies can be different in nature, which include cognitive learning strategies and metacognitive learning strategies (Cohen, 2014). Students need to personally get involved in writing exercises to make the learning experience valuable. In the second language learning classrooms student motivation is enhanced by explaining them the steps involved in effective writing (Santangelo& Graham, 2015). The writing activities need to be geared according to the needs and interests of the students. Moreover, these activities should be linked to the real life whenever possible.

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Searching for differences and discovering similarities: Why international and resident second-language learners’ grammatical errors cannot serve as a proxy for placement into writing courses

Cited by 12 publications

References 15 publications

Focused written corrective feedback and linguistic target mastery: Conceptual replication of Bitchener and Knoch (2010)

Focused written corrective feedback and linguistic target mastery: Conceptual replication of Bitchener and Knoch (2010)

Insight into Gender Effect on EFL Writing Strategies in the Narrative and Expository Genres: A Case Study of Multilingual College Students in Morocco

Teaching Writing to Second Language Learners: Bench-Marking Strategies for Classroom

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