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Full-Text Articles in Applied Linguistics
Teaching Russian Verbs Of Motion Through Russian-Language Cinema: A Cognitive Perspective, Sergei Motov
Teaching Russian Verbs Of Motion Through Russian-Language Cinema: A Cognitive Perspective, Sergei Motov
Russian Language Journal
The practice of foreign language teaching is paradoxical in nature. On the one hand, such teaching is communicative; on the other hand, it often continues to rely on structuralist linguistic theory, which contradicts its communicative nature. In the case of teaching Russian verbs of motion to second-language learners, the dynamic nature of these verbs is often considered not dynamically, but statically—in the form of abstract textual examples or static images—which is also paradoxical. Such an abstract treatment of verbs of motion contradicts a number of postulates of modern cognitive science and certain areas of cognitive linguistics. From the perspective of …
Exploring Efl Teachers’ Beliefs About Strategy, Scope And Focus In Written Corrective Feedback, Jiahe Gu, Erhan Aslan
Exploring Efl Teachers’ Beliefs About Strategy, Scope And Focus In Written Corrective Feedback, Jiahe Gu, Erhan Aslan
Journal of Response to Writing
Effective written feedback is crucial to student learning and fostering writing skills. Responding to student writing is a multi-faceted and complex process which requires a more nuanced understanding in second language writing research. This study explored teachers’ beliefs and practices about written feedback may be influenced by a range of factors. Data were collected from four middle-school English teachers in China via stimulated recall tasks and semi-structured interviews reflecting retrospectivly on how and why teachers gave feedback to student writing. Findings revealed intersections between feedback strategy and learner proficiency level; feedback scope and time constraints and teacher workload; and feedback …
The Effects Of Dynamic Written Corrective Feedback On Efl University Students’ Writing Accuracy: A Complex Dynamic Systems Theory Perspective, Attila M. Wind
The Effects Of Dynamic Written Corrective Feedback On Efl University Students’ Writing Accuracy: A Complex Dynamic Systems Theory Perspective, Attila M. Wind
Journal of Response to Writing
The positive effects of dynamic written corrective feedback (DWCF) on linguistic accuracy are well-documented (Evans et al., 2010). However, studies on DWCF without exception have adopted a pretest-posttest research design; therefore, they were unable to explore the dynamics of development (Larsen-Freeman, 2006). In addition, all of the previous DWCF studies exclusively provided indirect feedback to students. Consequently, our knowledge is limited as to whether a modified version (providing direct feedback) of DWCF would be effective. To address this issue, in this study 24 university undergraduate students composed a total of 288 essays and received modified DWCF (direct feedback) on a …
Learner Engagement With Written Corrective Feedback: The Case Of Automated Writing Evaluation, Hooman Saeli, Payam Rahmati, Svetlana Koltovskaia
Learner Engagement With Written Corrective Feedback: The Case Of Automated Writing Evaluation, Hooman Saeli, Payam Rahmati, Svetlana Koltovskaia
Journal of Response to Writing
The study explored six ESL university students’ behavioral, cognitive, and affective engagement with e-rater feedback on local issues and examined any changes in students’ engagement over two weeks. We explored behavioral engagement through the analysis of screencasts of students’ e-rater usage and writing assignments. We measured cognitive and affective engagement by analyzing students’ comments during the think-aloud protocol and reflection surveys. The findings indicated that the students had varying levels of engagement with the feedback. Behaviorally, all students used a range of revision operations to address errors based on the provided feedback. Cognitively, some students were more engaged than others. …