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Articles 1 - 8 of 8
Full-Text Articles in Social and Behavioral Sciences
The Impact Of Individual And Contextual Factors On L2 Writing Development: The Shifts In Written Corrective Feedback During Covid-19, Jordan Gonzalez
The Impact Of Individual And Contextual Factors On L2 Writing Development: The Shifts In Written Corrective Feedback During Covid-19, Jordan Gonzalez
Theses and Dissertations
The novel COVID-19 pandemic has caused a rupture in the trajectory of education worldwide. Students, families and schools are experiencing unprecedented times and are navigating uncharted territory together in how we educate our students. In the U.S., it has been noted that the schism within education as a result of the pandemic is the biggest threat to national security (Choi, 2020), noting the importance of education within our democracy. This includes the trauma experienced by families due to deaths caused by the pandemic, the disproportionality of communities of color losing a parent (Brundage & Ramos-Callan, 2020), and the impact on …
The Use Of Discursive Features As A Representation Of Voice And Identity In L2 Writing: A Case Study Of Multilingual Graduate Students, Demet Yigitbilek
The Use Of Discursive Features As A Representation Of Voice And Identity In L2 Writing: A Case Study Of Multilingual Graduate Students, Demet Yigitbilek
Theses and Dissertations
Considering the constant increase in the number of international students studying in the US universities, it is important to address the issue of self-representation in writing as there are classrooms where students are still assumed to be native English speakers by default (Matsuda, 2006). Therefore, academic writing practices of multilingual writers can easily be seen as divergences from the ‘standard’ rather than conscious acts. However, since languages are at the core of who we are (Anzaldúa, 2001), how we use our linguistic repertoires in writing should be seen as representation of our multilingual and diverse identities. This thesis, then, presents …
The Effects Of Teacher Background On How Teachers Assess Native-Like And Nonnative-Like Grammar Errors: An Eye-Tracking Study, Wesley Makoto Schramm
The Effects Of Teacher Background On How Teachers Assess Native-Like And Nonnative-Like Grammar Errors: An Eye-Tracking Study, Wesley Makoto Schramm
Theses and Dissertations
Studies have shown that composition and L2 writing teachers give different scores (Golombek, Weigle, Boldt, & Valsecchi, 2003) and focus on different features (Brown, 1991) when assessing student writing, which is assumed to be due to the differences in their background and training (Santos, 1992; Atkinson & Ramanathan, 1995). Error gravity is thought to be one reason why composition and L2 writing teachers give different scores (Rifkin & Roberts, 1995). Common methods for examining error gravity were to analyze scores and responses given by the raters and to have raters reflect on the rating process and analyze their responses. Only …
A Modified Approach To The Implementation Of Dynamic Written Corrective Feedback, Brooke Elizabeth Eddington
A Modified Approach To The Implementation Of Dynamic Written Corrective Feedback, Brooke Elizabeth Eddington
Theses and Dissertations
Grammatical accuracy in second language (L2) writing is one of the key issues that English as a Second Language (ESL) learners struggle with, both in intensive English language programs and continuing after their university matriculation. Numerous instructional methodologies exist that center around the concept of error correction—how can or should ESL instructors correct grammatical errors in L2 students' writing to best facilitate improvements in written linguistic accuracy? Error correction in L2 writing has been a controversial issue for over a decade (e.g., Ferris, 1999; Truscott, 1996), and in an effort to contribute to an understanding of this controversial topic, this …
Toward A More Inclusive Construct Of Native Chinese Speaker L2 Written Error Gravity, Steven K. Holland
Toward A More Inclusive Construct Of Native Chinese Speaker L2 Written Error Gravity, Steven K. Holland
Theses and Dissertations
The purpose of this study is to determine two types of error gravity in a corpus of texts written by native Chinese learners of English (ELLs)—one that enriches the traditional construct of gravity found in error gravity research by including error frequency, or how often an error occurs in a text relative to others, as an intervening variable, and one that applies the new error gravity data in a practical way to help establish salient grammatical focal points for written corrective feedback (WCF). Previous error gravity research has suggested that the amount of irritation caused by error is determined by …
Bringing The Tutors To The Students: An Investigative Study Of Wac Tutoring In Second Language Contexts, Kendon C. Kurzer
Bringing The Tutors To The Students: An Investigative Study Of Wac Tutoring In Second Language Contexts, Kendon C. Kurzer
Theses and Dissertations
The number of English as a second language (ESL) students attending universities in the United States has increased during the 2011-2012 school year (Hagedorn & Lee, 2005), with, for the first time since 2001, more undergraduate international students than graduate students in institutions across the country (Davis, 2012). Given the wide range of backgrounds and English proficiencies represented by this group, their varying needs are frequently not being fully met, particularly in reading and writing, two areas that are often weak in ESL students but linked to academic success (Matsuda, 2004). Regarding writing, much research has shown that ESL students …
Error Frequencies Among Esl Writers: A Resource Guide, Maria Teresa Company
Error Frequencies Among Esl Writers: A Resource Guide, Maria Teresa Company
Theses and Dissertations
Being a competent writer is an important skill in academic education. However, second language (L2) writers often struggle to be linguistically and lexically competent. This project explored the most frequent linguistic writing errors made by 343 English as a second language (ESL) students when Dynamic Written Corrective Feedback (WCF) was applied as an instructional methodology. These errors were also classified by language groups based on the students' first language (L1). These students were enrolled in an intensive English program at the English Language Center (ELC), Brigham Young University. The first languages of these students were Spanish, Korean, Portuguese, Chinese, Japanese, …
Curriculum Development Of Elang 105: A Ge First-Year Academic Literacy Course For International Students, Tamara Lee Burton Lamm
Curriculum Development Of Elang 105: A Ge First-Year Academic Literacy Course For International Students, Tamara Lee Burton Lamm
Theses and Dissertations
Each year more international students enroll in American universities, and administrators nationwide must determine how to meet students' unique writing needs. Compared to similar institutions of higher learning, Brigham Young University (BYU) has a large percentage of international students—4.3 percent of the student body, approximately 2,000 students each year from 112 countries. Prior to Fall 2004, international students were placed in courses offered through the English composition program, which focuses on "mainstream" college writers who compose in their first language (L1) and not on second language writers and their unique needs. As a result, many international students did poorly and …