Category Archives: Writing

An evaluation of the IELTS Academic Writing subtest: Practicality, reliability & validity


Written by - Errol Pitts, Canada

Download PDF

Jointly owned by the British Council, IDP ILETS Australia and Cambridge ESOL, the International English Language Testing System, more commonly known as the IELTS test, is among the most widely recognized English language proficiency tests in the world. Indeed, it is the most popular visa and citizenship test in Australia, Canada, New Zealand and the United Kingdom (British Council, 2019); and it is accepted by all the universities in Australia and the United Kingdom, more than 3,400 post-secondary institutions in the United States and hundreds of others around the world (British Council, 2019). Serving governments and post-secondary institutions, the IELTS test has, accordingly, two versions, or modules: the General Module, which governments use for visa and immigration purposes; and the Academic Module,  Continue Reading →

Categories:
Assessment, ESL, Testing, Writing
POST COMMENT 0

Teacher, I write a photograph


Written by - Jacqueline Johnson, Canada

Download PDF

Introduction

Writers make the blind see. We are talking about readers here. Readers see only what writers show them. I tell my students this, adding that luckily readers can see photographs and it is their job to make good photographs.

Then we get down to business, and I run through a drill that goes something like this.

“Let’s make some pictures: Read these words:  Car—What do you see? Woman—What do you see?  Baby—What do you see?”

“Let’s make some moving pictures. What do you see now? The woman drives the car. The baby smiles.”

I tell them that these are general pictures,  Continue Reading →

Categories:
ESL, Teaching, Uncategorised, Writing
POST COMMENT 0

Developing a cross-cultural framework to teach academic writing in the L2 classroom


Written by - By Andrés Esteban Chinchín Talavera, Canada

Download PDF to see images

Introduction

It is through interaction with other individuals that people know and understand who they are and their roles and limitations within society (Connell & Wellborn, 1991). Different societies have different values and beliefs that shape their world views from the macro level of ideological structures to the micro level of social activity (The Douglas Fir Group, 2016). For this reason, it is imperative that any individual who desires to write well in each language be able to understand the ideological structures of the chosen culture to communicate appropriately. This article provides an insight into the role that writing plays in the creation of identities and ideologies, and presents a theoretical framework developed by Jim McKinley (2015) to allow learners to develop a cross-cultural writer identity and critical thinking through the combination of socio-cultural theory,  Continue Reading →

Categories:
culture, Writing
POST COMMENT 0

Wax on. Wax off.


Written by - Jen Artan

Download PDF

“Your first draft isn’t an unoriginal idea expressed clearly; it’s an original idea expressed poorly, and it is accompanied by your amorphous dissatisfaction, your awareness of the distance between what it says and what you want it to say.” (Chiang, 2023)

The rise of ChatGPT

Students have always been the subject matter expert in cutting corners; if a new tool or technology gives them the edge, they will take it.

When the internet emerged, educators prophesied the end of originality. They pondered how plagiarism will now exist on an entirely new plain. The teachers had a point. The internet made it super easy for essay mills to exist and recruit customers.  Continue Reading →

Categories:
AI, EAL, EAP, ESL, Language, Writing
POST COMMENT 0

Perspectives on classroom writing assessment literacy in ESL/EFL contexts


Written by - Ameni Benali, York University, Canada

Download PDF

Abstract

Despite the importance of writing assessment in ESL/EFL classrooms, it is not getting enough attention either from teacher education program designers or from teachers themselves. It is commonly believed that assessment courses do not have much to offer to classroom teachers compared to high stake tests. Some classroom teachers avoid learning about writing assessment skills and knowledge because they are against their beliefs or because they feel overwhelmed with the effective assessment guidelines. As for teacher education courses and graduate programs, they include either limited or no instructions about writing assessment literacy (Crusan, 2010; Weigle, 2007). This paper investigates second and foreign language teachers’ knowledge, practices, and beliefs about writing assessment and the role of teacher education in improving teachers’ writing assessment literacy.  Continue Reading →

Categories:
Assessment, ESL, Literacy, Writing
POST COMMENT 1

Facebook as a tool for enhancing students’ argumentative writing


Written by - By Maria-Lourdes Lira-Gonzales , Université du Québec en Abitibi-Témiscamingue, Canada

Download PDF

For images, refer to the PDF of the article.

Argumentative writing is one of the most difficult written genres in higher education for both English as a second language (ESL) and English as foreign language (EFL) learners. These learners often face difficulties using complex syntactic forms and appropriate elements of argumentation (Ka-kan-dee & Kaur, 2014). Hence, there is an imperative need to explore the use of effective strategies to improve ESL/EFL students’ argumentative writing ability at the tertiary level.
Corrective feedback, referred to as utterances that indicate to a learner that their output is erroneous in some way (Nassaji & Kartchava, 2017), may be a particularly effective method of giving individual and specific guidance for the improvement of argumentation.  Continue Reading →

Categories:
Assessment, EAP, ESL, Online teaching, Uncategorised, Writing
POST COMMENT 0

Identity in undergraduate L2 writing: A juxtapositionof academic voice and internal voices


Written by - By Gulnigar Baham, Humber College (Kansai Foreign Languages University), Canada

Download PDF

Abstract
Despite mounting research on the potential that cultivating self-identity affords students, it is often forgotten in most academic contexts, whether in instruction or assessment, that L2 writers have an L1 identity. In all avenues of higher education, researchers agree that multiple, complex, and simultaneous identities of students are advantageous for their advancement in academic writing (Cohen, 2011; Cummins, 2001; Leki, 2008); however, institutional practices, persisting social conventions, and student-teacher relationships (or lack thereof) place a greater pressure for L2 undergraduate students specifically. International and immigrant/generation 1.5 undergraduate students arrive in their new settings with their L1 knowledge base and are often expected to forego rhetorical strategies of their L1, as well as their linguistic and cultural repertoire,  Continue Reading →

Categories:
Curriculum, EAP, ESL, Identity, Language, Uncategorised, Writing
POST COMMENT 0

Exploring the potential of MALL in teaching ELLs academic writing


Written by - By Tara Al-Hadithy

Download PDF

Abstract
As a consequence of the growing interest in digital technologies, a recent field of research has emerged, which investigates the use of recent technologies in language learning: Mobile Assisted Language Learning (MALL). Although research studies have demonstrated that mobile technology is an effective tool for improving different English language skills, the majority of MALL studies focus on vocabulary acquisition and speaking skills, whereas grammar learning and writing skills are underrepresented. As an English for Academic Purposes (EAP) instructor who seeks to engage her learners with the aid of MALL activities, especially given the current pandemic context, I was driven by the question: What is the potential of MALL in teaching English Language Learners (ELLs) academic writing? In light of the theoretical foundations of MALL (e.g.,  Continue Reading →

Categories:
EAP, MALL, Writing
POST COMMENT 0

Corrective feedback in second language writing: From theory and research to practice


Written by - Mohammad Falhasiri & Fatemeh Hasiri, York University, Canada

Download PDF

**For footnotes, please view the PDF.

Abstract
The aim of this paper is to discuss choices available to language practitioners in connection to corrective feedback in second language (L2) writing. Using the results of some empirical studies and prominent second language acquisition (SLA) theories on corrective feedback (CF), we will address the benefits and limitations of implicit and explicit feedback types, peer feedback and self-correction, reactive and proactive feedback, and finally focused and unfocused feedback. In each section, some practical recommendations are made to help L2 teachers better deal with CF in language learning classrooms.

SLA theories underpinning CF
Two theories that are widely used in L2 research on CF are Cognitive Approach and Sociocultural Theory (SCT).  Continue Reading →

Categories:
Assessment, Metacognition, Other, pedagogy, Research, Theory, Writing
POST COMMENT 1

Using explicit instruction in genre-based pedagogy in L2 writing: A personal insight


Written by - Umme Kulsum, Toronto Catholic District School Board and Seneca College, Canada

Download PDF

Abstract
Explicit instruction technique helps to facilitate genre-based pedagogy in tertiary level L2 writing courses. This paper will focus more on pedagogical experiences rather than research and assessment perspectives. In the case of L2 teaching, explicit and implicit instruction techniques are not ‘either-or’ options, instead ‘but-also’ techniques for developing writing skills in L2. However, the decision of the focus on either of the method depends on the course context and the level of the students. This article will elaborate on how direct instruction helped in-course planning and student’s L2 writing strategy building. This paper will also highlight how using models minimized students’ knowing-doing gap, and finally, how teacher mediation and scaffolding created an opportunity for dialogue through feedback.  Continue Reading →

Categories:
Curriculum, Experiential, Other, pedagogy, Reflection, Writing
POST COMMENT 0

Highlighting highlighters: A simple but effective ESL literacy teaching technique


Written by - Samantha Banks & Kate Sullivan, Hamilton-Wentworth Catholic District School Board, Canada

Download PDF

Abstract
This Ministry of Children, Community and Social Services (MCCSS) funded adult ESL Literacy Project of the Hamilton-Wentworth Catholic District School Board is in the midst of piloting a new delivery model of adult ESL Literacy instruction based on the 2016 ESL for Adult Literacy Learners (ESL for ALL) document. The Literacy Researcher guided four team members through intensive ESL Literacy training in the first year of the project. Now, these instructors are running specialized classes that target specific learning strategies ESL Literacy learners need in order to be successful participants in their classes, with PBLA and in their daily lives.

Our TESL Ontario Conference poster presented the learning strategy of highlighting specific information required to answer WH-questions.  Continue Reading →

Categories:
Curriculum, LINC, Other, pedagogy, Reading, Research, Training, Uncategorised, Vocabulary, Writing
POST COMMENT 3

Narratives: Portraying Students’ Identity as Writers


Written by - Fredy Orlando Salamanca González, Colombia

download PDF

Abstract

The objective of this research study was to analyze B.A. students’ writers’ identity based on their narratives.  The theory for this research was based on the poststructuralist perspective of identity and on theoretical concepts for personal narratives.  For the methodology, the Case Study approach was taken into account.  Students argued that a writer creates stories and contexts.  Hence, students see themselves as apprentices that like to write, but not as writers.  For the participants, there is a difference between a teacher that writes and a writer, and also none of the participants mentioned academic texts as writing.  For them, writing is related to tales, poetry, and fiction.

Resumen

El objetivo de este estudio fue el de analizar la identidad como escritores de estudiantes de licenciatura en idiomas con base en sus narrativas.   Continue Reading →

Categories:
Curriculum, Identity, Research, Writing
POST COMMENT 0