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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 Hits 1 – 20 of 42 1 Closing The English Language Proficiency Gap In Post-Secondary Education In Canada Lothian-Hendrix, Priscilla In: Dissertations (2021) BASE Show details 2 Let's play a game while writing. Zhou, Lin. - : University of Hawai'i at Manoa, 2020 BASE Show details 3 L2 Learning-To-Write Through Writing Conferences: A Mixed Methods Research Study Imai, Junko. - : University of Hawaiʻi at Mānoa, 2019 BASE Show details 4 The Re-invention of FYC Teacher Development: Listening to Teachers' Concerns Amidst an Increasingly Globalized University Fahim, Norah. - 2019 BASE Show details 5 Toward a Corridista Consciousness: Learning From One Transnational Youth's Critical Reading, Writing, and Performance of Mexican Corridos de los Ríos, CV In: Reading Research Quarterly, vol 53, iss 4 (2018) BASE Show details 6 Exploring science literacy of English learners in K - 16 learning environments Roo, Anna Karin. - 2018 BASE Show details 7 Digital Literacy in Academic Settings: Synchronous Collaborative Writing among Linguistically Diverse Students Yim, Soobin. - : eScholarship, University of California, 2017 In: Yim, Soobin. (2017). Digital Literacy in Academic Settings: Synchronous Collaborative Writing among Linguistically Diverse Students. UC Irvine: Education. Retrieved from: http://www.escholarship.org/uc/item/0bh1s43v (2017) BASE Show details 8 Input-rich Writing Tasks and Student Writing on an English Language Proficiency Test Montee, Megan J In: Applied Linguistics and English as a Second Language Dissertations (2017) BASE Show details 9 Cognition and Rhetoric in English Language Learners' Writing: A Developmental Study Hadidi, Ali. - 2017 BASE Show details 10 Worlds Apart? International Students, Source-Based Writing, and Faculty Development Across the Curriculum Murphy, Greer Alison. - : eScholarship, University of California, 2016 In: Murphy, Greer Alison. (2016). Worlds Apart? International Students, Source-Based Writing, and Faculty Development Across the Curriculum. UCLA: Education. Retrieved from: http://www.escholarship.org/uc/item/9nr63427 (2016) BASE Show details 11 Dual Enculturation: A Comparison of Five L2 Students Writing for One General Education Course Otto, Kara. - : eScholarship, University of California, 2016 In: Otto, Kara. (2016). Dual Enculturation: A Comparison of Five L2 Students Writing for One General Education Course. 0035: Education. Retrieved from: http://www.escholarship.org/uc/item/60018671 (2016) BASE Show details 12 EXPLICIT WRITTEN CORRECTIVE FEEDBACK AND LANGUAGE APTITUDE IN SLA: IMPLICATIONS FOR IMPROVEMENT OF LINGUISTIC ACCURACY ... Benson, Susan Dianne. - : Digital Repository at the University of Maryland, 2016 BASE Show details 13 IMPROVING SAUDI ENGLISH LEARNERS’ SECOND-LANGUAGE ACQUISITION IN ARGUMENTATIVE WRITING THROUGH SELF-REGULATED STRATEGY DEVELOPMENT Alshammari, Sahal Rghailan. - : University of Kansas, 2016 BASE Show details 14 EXPLICIT WRITTEN CORRECTIVE FEEDBACK AND LANGUAGE APTITUDE IN SLA: IMPLICATIONS FOR IMPROVEMENT OF LINGUISTIC ACCURACY Benson, Susan Dianne. - 2016 BASE Show details 15 Survival of the Fittest: The Role of Linguistic Modification in Nursing Education Moore, Brenda Strauch In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2015) BASE Show details 16 "Upward Bound is College Bound": Pre-College Outreach Programs' Sponsorship of Academic Writing Wight, Shauna In: Doctoral Dissertations (2015) BASE Show details 17 High school teacher perspectives and practices: second language writing and language development Gilliland, Betsy. - : Taylor & Francis, 2015 BASE Show details 18 Written Corrective Feedback: A Review of Studies since Truscott (1996) Yuan-Yuan Meng In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 69-84 (2015) (2015) Abstract: Linguistic errors are pervasive in second language (L2) students’ writing. Depending on their gravity, the errors may cause a minor degree of irritation to the reader or even lead to total communication breakdown. As such, errors have always been a major concern to both students and teachers, and error correction has also assumed a central position in language teaching. Students generally expect that their errors will be pointed out and dealt with by their teachers. For instance, in a study on students’ attitudes toward corrective feedback (CF) in college-level English writing classes, Leki (1991) surveyed 100 English as a Second Language (ESL) students, asking them such questions as how concerned they were with their written errors, what they thought were the most important features in their writing that the teacher should attend to, and what they looked at when receiving a graded paper from the teacher. The results of the survey indicated that the students believed that good writing should be error-free, and the majority wanted all their written errors to be corrected. For L2 teachers, providing written CF on student writing has long been an essential practice. In fact, “grammar correction is something of an institution” (Truscott, 1996, p. 327) in L2 writing courses. Despite the fact that correcting students’ written errors is a time-consuming ordeal, and the endeavor is “fraught with uncertainty about its long-term effectiveness” (Ferris, 1999, p. 1), most L2 teachers have continued to slave over students’ errors in one form or another. As confirmed by a recent study on practitioners’ perspectives, the majority of teachers believe that students need CF and that written CF is overall an effective pedagogical practice (Evans et al., 2010). Keyword: Ability testing; Applied linguistics; CF; Corrective feedback; Education; English as a second language; English language; ESL; Feedback; Foreign speakers; Higher education; L2; Language acquisition; P118-118.7; PE1-3729; Second language; Second language acquisition; SLA; Study of language; Teaching language; Writing english language; Written feedback URL: https://doaj.org/article/694951342d5a431b9bd9b99838700d88 https://doi.org/10.7916/D8F19BBF BASE Hide details 19 The Development of Formulaic Sequences: A Longitudinal Learner Corpus Investigation Elturki, Eman. - 2015 BASE Show details 20 THE INFLUENCE OF LEARNING STYLES ON CHINESE STUDENTS' ATTITUDES TOWARD PEER FEEDBACK: DEVELOPING A SURVEY TOOL FOR PEER FEEDBACK TRAINING Huang, Weiwei. - 2015 BASE Show details Page: 1 2 3

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