| 1 |
Assessing L2 Academic Speaking Ability: The Need for a Scenario-based Assessment Approach
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 17, Iss 2, Pp 36-40 (2017) (2017)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Exploring the Dynamics of Willingness to Communicate in Written Communication: A Case Study
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 17, Iss 1, Pp 39-55 (2017) (2017)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Exploring the Possibilities of Scenario-based Assessment: An Introduction
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 17, Iss 2, Pp i-ii (2017) (2017)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Complex Dynamic Systems Research: Some Insights on Data Analysis
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 17, Iss 1, Pp 104-106 (2017) (2017)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Introduction: Investigating Written Dyadic Interaction through a Complex Dynamic Systems Theory Perspective
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 17, Iss 1, Pp 1-11 (2017) (2017)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Complex Dynamic Systems and Interlanguage Variability: Investigating Topic, Syntactic Complexity, and Accuracy in NS-NNS Written Interaction
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 17, Iss 1, Pp 56-97 (2017) (2017)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Why an Indirect Measure of L2 Learner’s Willingness to Communicate in L2 Writing Requires Cautious Inferencing
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 17, Iss 1, Pp 101-103 (2017) (2017)
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Immigrant/Learner, Affiliate, Author, Expert: The Intersections of L2 Writing, Identity, and Computer-Mediated Communication
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 17, Iss 2, Pp 71-85 (2017) (2017)
|
|
Abstract:
As technology continues to shape our interactions in both personal and educational contexts, the exploration of how computer-mediated communication (CMC) may impact the development of second language writing skills has received greater interest. While a growing body of research has investigated potential applications of this technology within second language (L2) classrooms, the voluntary writing practices of L2 writers—where and what they choose to write outside of academic domains—are relatively uncharted as yet. This review of the literature seeks to identify the many CMC contexts in which L2 writers situate themselves, their purposes for engaging these online audiences, and the social roles or identities that emerge through their chosen writing activities. Previous studies indicate that social media platforms and other online communities indeed promote learners’ experimentation with identity, group membership, and language with apparent gains in writer confidence and motivation; however, establishing a clear link between CMC and literacy development, as well as determining how computer-based writing can be meaningfully integrated into academic settings, remain directions for future research.
|
|
Keyword:
CMC; Computer-mediated communication; English language; Identity; L2; Language acquisition; P118-118.7; PE1-3729; Second language; Second language writing skills
|
|
URL: https://doaj.org/article/5d0f54f532884ea4929247460cb0ad80
https://doi.org/10.7916/D8669R48
|
|
BASE
|
|
Hide details
|
|
|
| 9 |
Trade-off or Connected Growers: Implications on Accuracy and Complexity in L2 Writing
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 17, Iss 1, Pp 98-100 (2017) (2017)
|
|
BASE
|
|
Show details
|
|
|
|
|
