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Chireac, Silvia-Maria; Francis, Norbert; McClure, John – International Journal of Bilingual Education and Bilingualism, 2019
This report presents findings from a follow-up exploratory study of the development of writing ability in an attempt to identify key component skills and competencies for elementary school literacy learners, grades 2nd, 4th and 6th. The first evaluation consisted in scoring first draft narrative texts for coherence, the second, an assessment of…
Descriptors: Metalinguistics, Second Language Learning, Second Language Instruction, Spanish
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Al-Hamad, Raghda F.; Al-Jamal, Dina A. H.; Bataineh, Ruba F. – Digital Education Review, 2019
This paper examines the potential effectiveness of MALL for developing teens' writing performance. The results reveal substantial improvement in content and ideas, organization and mechanics, vocabulary, and language use in favor of the experimental groups (viz. Smart Teens and Amazing Teens).
Descriptors: Telecommunications, Handheld Devices, Second Language Learning, Second Language Instruction
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Nurie, Yenus – PASAA: Journal of Language Teaching and Learning in Thailand, 2019
This study examines doctoral students' needs and preferences for written feedback on thesis writing from supervisors. Several studies have explored students' preferences for written feedback to respond to students writing in the classroom. However, relatively little or no research has been previously reported about what aspects of written feedback…
Descriptors: Doctoral Programs, Doctoral Students, Feedback (Response), Student Attitudes
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Reilly, Joseph M.; Schneider, Bertrand – International Educational Data Mining Society, 2019
Collaborative problem solving in computer-supported environments is of critical importance to the modern workforce. Coworkers or collaborators must be able to co-create and navigate a shared problem space using discourse and non-verbal cues. Analyzing this discourse can give insights into how consensus is reached and can estimate the depth of…
Descriptors: Problem Solving, Discourse Analysis, Cooperative Learning, Computer Assisted Instruction
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Horowitz, Rosalind; Wilburn, Marcy – Reading & Writing Quarterly, 2017
This article examines how students develop an effective macrostructure with supporting arguments in academic writing. We base the study on theory developed about macrostructures. The study focuses on components of macrostructure-building through tutor-tutee dialogic communication. We draw from work on the role of speech for and within written…
Descriptors: Undergraduate Students, First Generation College Students, Hispanic American Students, Bilingual Students
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Strobl, Carola – Research-publishing.net, 2017
This study explores the potential of a feedback environment using simple string-based pattern matching technology for the provision of automated corrective feedback on cohesion problems. Thirty-eight high-frequent problems, including non-target like use of connectives and co-references were addressed providing both direct and indirect feedback.…
Descriptors: Advanced Students, Feedback (Response), German, Second Language Learning
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Ketelaars, Mieke P.; Jansonius, Kino; Cuperus, Juliane; Verhoeven, Ludo – International Journal of Language & Communication Disorders, 2016
Background: Children with pragmatic language impairment (PLI) show impairments in the use of language in social contexts. Although the issue has been gaining attention in recent literature, not much is known about the developmental trajectories of children who experience pragmatic language problems. Since narrative competence is an important…
Descriptors: Pragmatics, Language Impairments, Longitudinal Studies, Indo European Languages
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Bailey, Daniel; Lee, Andrea Rakushin – TESOL International Journal, 2020
Different genres of writing entail various levels of syntactic and lexical complexity, and how this complexity influences the results of Automatic Writing Evaluation (AWE) programs like Grammarly in second language (L2) writing is unknown. This study explored the use of Grammarly in the L2 writing context by comparing error frequency, error types…
Descriptors: Grammar, Computer Assisted Instruction, Error Correction, Feedback (Response)
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Demirgünes, Sercan – Universal Journal of Educational Research, 2017
In language education, teaching a language as a foreign language is an emerging field compared to teaching it as a mother tongue. However, the experiences obtained in mother tongue education are adapted to teaching a language as a foreign language with various amendments and therefore progress in this field has been achieved. Council of Europe…
Descriptors: Refugees, Second Language Learning, Second Language Instruction, Turkish
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Knoepke, Julia; Richter, Tobias; Isberner, Maj-Britt; Naumann, Johannes; Neeb, Yvonne; Weinert, Sabine – Journal of Child Language, 2017
Establishing local coherence relations is central to text comprehension. Positive-causal coherence relations link a cause and its consequence, whereas negative-causal coherence relations add a contrastive meaning (negation) to the causal link. According to the cumulative cognitive complexity approach, negative-causal coherence relations are…
Descriptors: Language Processing, Accuracy, German, Elementary School Students
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Wu, Siew Mei; Lee, Sze Han; Chun, Eric; Chan, Yong – Teaching & Learning Inquiry, 2018
Developing strong communicative ability amongst science graduates, especially in science communication, has been included as a fundamental learning outcome in some science degree programmes. This article focuses on a compulsory academic literacy course for first-level undergraduates that is aimed at developing academic reading and writing skills…
Descriptors: Teaching Methods, Academic Discourse, Scientific Literacy, Science Education
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Kaliska, Marta – Research-publishing.net, 2018
According to Kasper (1992), L2 pragmatic knowledge affects all communicative acts. It can be described as the speaker's ability both to adapt linguistic formulae to social contextual constraints and to understand the implications of indirect utterances. The Common European Framework of Reference for languages (CEFR) describes pragmatic competence…
Descriptors: Italian, Second Language Learning, Second Language Instruction, Pragmatics
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Rebecca Shargel; B. P. Laster – English Journal, 2016
In this article, "havruta," the dominant strategy for textual higher learning where pairs pour over texts slowly to decipher and argue about the meaning with each other, is explored as an appropriate pedagogy. The author describes how to facilitate interpersonal and textual skills in the middle school and high school classrooms. Texts…
Descriptors: Students, Cooperative Learning, Text Structure, Dialogs (Language)
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Halbach, Ana – ELT Journal, 2015
Intermediate learners of English often show considerable skill in communicating orally, and using language productively to solve the tasks set. However, on closer inspection, the actual language produced is often very simple and contributes little to students' language growth. The present article reports on a small-scale pedagogic intervention…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods
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Kuiken, Folkert; Vedder, Ineke – Language Testing, 2017
The importance of functional adequacy as an essential component of L2 proficiency has been observed by several authors (Pallotti, 2009; De Jong, Steinel, Florijn, Schoonen, & Hulstijn, 2012a, b). The rationale underlying the present study is that the assessment of writing proficiency in L2 is not fully possible without taking into account the…
Descriptors: Second Language Learning, Rating Scales, Computational Linguistics, Persuasive Discourse
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