What does time buy? ESL student performance on home versus class compositions

Kroll, Barbara

doi:10.1017/cbo9781139524551.014

Cited by 63 publications

(64 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Corder's analysis approach had been used in many previous studies (e.g. Chastian, 1990;Frantzen, 1995;Kobayashi & Rinnert, 1992;Kroll, 1990). EFL students in Taiwan mainly learn American English, so these analysis followed the American English conventions.…”

Section: Discussionmentioning

confidence: 99%

Types and Attributes of English Writing Errors in the EFL Context—A Study of Error Analysis

Wu¹,

Garza²

2014

JLTR

View full text Add to dashboard Cite

Abstract-This study seeks to explore five 6 th grade EFL learners' major writing problems by analyzing the nature and distribution of their writing errors and it also investigates factors that cause errors in their writing in English through email communication. This study examined EFL learners' writing samples and followed taxonomy: grammatical, lexical, semantic, mechanics, and word order types of errors. Findings showed that participants made more mistakes on interlingual/transfer errors than on intralingual/developmental errors. Students used their L2 habits, rules, and patterns in the second language writing. However, students also had intralingual errors due to the overgeneralizations and partial exposure to the target language. In addition, students also included internet linguistic features in their writing. Some implications are drawn this study.

show abstract

Section: Discussionmentioning

confidence: 99%

Types and Attributes of English Writing Errors in the EFL Context—A Study of Error Analysis

Wu¹,

Garza²

2014

JLTR

View full text Add to dashboard Cite

show abstract

“…We developed a list of potential error types by drawing on existing taxonomies (e.g., , Kroll, 1990Lee, 2004;Polio, 1997) and used it as a point of departure to categorize the errors flagged by the tutors.…”

Section: Error Identification Protocolmentioning

confidence: 99%

Written Corrective Feedback and Its Challenges for Pre-Service ESL Teachers

Guénette¹,

Lyster²

2013

The Canadian Modern Language Review

View full text Add to dashboard Cite

This study explored the emerging corrective feedback (CF) practices of a group of 18 pre-service English as a second language (ESL) teachers. Serving as tutors to a group of 61 high school ESL learners during a school semester, the pre-service teachers provided CF on texts written by the learners and exchanged via e-mail. The authors analyzed the types of CF they used and the types of errors they chose to focus on, along with the factors that explained their choices. Quantitative analyses of the frequency distribution of CF types relative to error types and qualitative analyses of data collected through journals and interviews confirmed that, similar to their in-service colleagues, pre-service teachers overused direct corrections at the expense of more indirect CF strategies. Drawing on the challenges faced by the preservice teachers, the authors highlight the importance of implementing such opportunities for pre-service teachers to engage with and reflect on their emerging CF practices. Keywords: L2 teacher training, teacher feedback practices, written corrective feedbackRésumé : Cette étude visait à documenter l'émergence des pratiques de rétro-action corrective (RC) de 18 futurs enseignants d'ALS. Ces derniers ont assumé le rô le de tuteurs auprès de 61 élèves du secondaire auxquels ils ont fourni de la RC sur des textes écrits par les élèves et échangés par la voie du courriel pendant un trimestre scolaire. Les stratégies de RC utilizées par les tuteurs, ainsi que les catégories d'erreurs auxquelles ils ont porté attention, ont été recensées, de même que les facteurs qui ont motivé leurs décisions. Des analyses quantitatives de la distribution de fréquence des stratégies de RC utilizées en lien avec les catégories d'erreurs, ainsi que des analyses qualitatives des données recueillies par le biais de journaux de bord et d'entrevues ont confirmé qu'à l'instar de leurs collègues en exercice, les tuteurs ont eu recours à des rectifications beaucoup plus fréquemment qu'à des stratégies de correction incitative. À la lumière des défis rencontrés par les tuteurs, la conclusion souligne l'importance d'engager les futurs enseignants dans des activités d'action et de réflexion sur leurs pratiques émergentes à l'égard de la RC.Mots clés : formation des maîtres en langue seconde, pratiques des enseignants, rétroaction corrective à l'écrit

show abstract

“…It has been described as "neglected" (Davies, 1999) and the least competent skill of English of university students of EFL in Japan (Kroll, 1990), particularly with regard to applying critical thinking skills to establishing writer identity (Casanave, 2002;Matsuda, 2001), and developing critical argument (Kamimura & Oi, 2006;Rabbini, 2003;Stapleton 2001;2002a), both central elements of socio-cultural theory (Lantolf & Thorne, 2006) as it applies to academic writing education research. As a comprehensive theory of writing has yet to be established (Sasaki, 2005), writing education is shaped by the environment in which it is developed.…”

Section: Pedagogical and Cultural Contextmentioning

confidence: 99%

Identity Construction in Learning English Academic Writing in a Japanese University

McKinley¹

2017

The Journal of AsiaTEFL

View full text Add to dashboard Cite

The construction of writer identity in English L2 academic writing is not usually explicitly addressed in such writing classrooms, yet it plays a significant role for English L2 students learning to write in academic genres. This study investigates the influences on the construction of writer identity by Japanese university students in Japan learning English academic writing, with consideration given to what selves they exhibit in their writing, and how much those selves were shaped by their learning experiences in a required writing course. A total of sixteen students and their four teachers participated in the yearlong study, involving an analysis of students' written texts, supported by monthly student and teacher interviews and classroom observations. The text analysis was done using Clark and Ivanič's (1997) possibilities of selfhood as the main framework, operationalizing Martin's (2000) Appraisal framework for identifying the different selves. Findings showed that the strongest influences on identity construction were from instructors' expectations, while personal beliefs also contributed. The findings also showed that students were more likely to meet writing task expectations where instructors had more reasonable requirements in terms of voice.Keywords: writer identity, writing, L2 academic writing, possibilities of selfhood, authorial self, discoursal self, autobiographical self, selves framework, Appraisal Theory, Appraisal framework IntroductionIdentity construction in academic writing for English L2 learners is a heavily guided process; one that, from an EFL perspective, it has been argued, begins with a fair amount of mimicry and copying. While it is understandable that student writers will bring their own 'voice' to their academic writing, there is a fair amount of stifling of that voice, in favor of 'laying the groundwork' for achieving an academic style. Japanese students' writing experiences before entering university tends to be more expressive, and therefore more along the lines of what they might find as an outlet for their own thinking and style. But as undergraduate students, they may be steered heavily away from such personal writing and toward impersonal writing that is seen as more sophisticated or professional. But seeing as these students have no experience writing in such discoursal ways, they rely on models for academic style that they can then mimic, resulting therefore in what can be described as a loss of voice.The study was designed to investigate identity construction for learners of English academic writing in a Japanese university with consideration given to what selves they exhibit in their writing, and how much those selves were shaped by their learning experiences in a required writing course. In specific terms, the Jim McKinleyThe Journal of Asia TEFL Vol. 14, No. 2, Summer 2017, 228-243 229 study addressed the following research question: How do EFL learners construct writer identities in their English academic writing in a Japanese university? Conceptual BackgroundTh...

show abstract

What does time buy? ESL student performance on home versus class compositions

Cited by 63 publications

References 0 publications

Types and Attributes of English Writing Errors in the EFL Context—A Study of Error Analysis

Types and Attributes of English Writing Errors in the EFL Context—A Study of Error Analysis

Written Corrective Feedback and Its Challenges for Pre-Service ESL Teachers

Identity Construction in Learning English Academic Writing in a Japanese University

Contact Info

Product

Resources

About