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 →
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 →
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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 →
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.
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 →