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Hits 1 – 20 of 37

1	Linguistic Features of Formative Feedback on ESL Argumentative Writing: Comparing Pre-service and Experienced Teachers
	Voegelin, Cristina; Keller, Stefan Daniel
	In: Issues in Applied Linguistics, vol 22, iss 0 (2021)
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2	Raising Awareness about Task Assessment Rubrics in Task Based Language Teaching ...
	Kunnel, Johnson. - : Werklund School of Education, 2021
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3	The Poetry Café: An On-line Writing Workshop for Refugee and Newcomer Youth
	Abuleil, Sana; Taylor, Christin
	In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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4	EFL Lecturers' Perception and Practice of Screencast Feedback
	Nanang Zubaidi
	In: JEELS (Journal of English Education and Linguistics Studies), Vol 8, Iss 1, Pp 1-25 (2021) (2021)
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5	Written corrective feedback in English compositions: Teachers’ practices and students’ expectations
	Wan Noor Miza Wan Mohd Yunus
	In: English Language Teaching Educational Journal, Vol 3, Iss 2, Pp 95-107 (2020) (2020)
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6	Competition Strategies during Writing in a Second Language: Age and Levels of Complexity
	Figueiredo
	In: Languages ; Volume 4 ; Issue 1 (2019)
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7	LEARNING TO WRITE IN AN ACADEMIC GENRE: ADULT ENGLISH LEARNERS’ USE OF SOCIOCULTURAL RESOURCES
	Ivanyuk, Lyudmyla
	In: Theses and Dissertations--Curriculum and Instruction (2019)
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8	Preparing Asian ESOL Teachers to Respond to Student Writing: A Systemic Functional Linguistic Perspective in Action
	Chen, I-An
	In: Doctoral Dissertations (2018)
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9	THE EFFECTS OF PLANNING CONDITIONS ON PRIMARY SCHOOL ESL PUPILS’ NARRATIVE WRITING
	Fei Fan Ma; Azlin Zaiti Zainal
	In: Indonesian Journal of Applied Linguistics, Vol 7, Iss 3, Pp 559-574 (2018) (2018)
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10	Modes of feedback in ESL writing: Implications of shifting from text to screencast
	Cunningham, Kelly J.
	In: Graduate Theses and Dissertations (2017)
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11	Transfer of Grammatical Knowledge into ESL Writing
	S. Mekala; M. Ponmani; P. Shabitha
	In: Eurasian Journal of Applied Linguistics, Vol 2, Iss 2, Pp 47-64 (2016) (2016)
	Abstract: Writing is a challenging productive skill that necessitates the input of grammar knowledge in the construction of intelligible and appropriate sentences. In the context of second language writing, ESL learners have to be aware of using the target language structures in their writing. The learners’ ability to transfer the metalinguistic knowledge, rhetorical devices, mechanics of writing and logic reasoning into L2 writing is called language transfer. Mikulecky et al. (1998) and Ormrod (1998) have stated the concept of language transfer as the extent to which the learned knowledge of grammatical structure, a subset of literacy skill can be transferred from the classroom to learners’ writing. According to their view form-focused pedagogical intervention assists the learners’ in developing metalinguistic knowledge to comprehend and produce the language in a better way. In this regard, this paper examines to what extent the learners are able to transfer the knowledge of grammar into their writing. Further, it has analysed the grammatical features that can/not be transferred into students’ writing. It has also explored the pedagogical factors that foster transfer of learning. The participants of this study are 58 second year B.A English Literature students of a rural Arts & Science College in Tamilnadu. The results of the study reveal that grammar instruction has enabled the transfer of learned grammar knowledge in their writing task.
	Keyword: Form-focused instruction; Language and Literature; language transfer; P; P1-1091; Philology. Linguistics; second language writing
	URL: https://doaj.org/article/4bcaa26e964748e389c2b436dbdaed41
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12	Incongruity, Context, and Counter-Narrative: Challenging Assumptions About Multilingual Writers
	Franklin, Joseph
	In: http://rave.ohiolink.edu/etdc/view?acc_num=miami1430408685 (2015)
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13	Un modelo teórico-metodológico para investigación empírica en feedback correctivo escrito en una segunda lengua
	Lillo Durán, Jorge; Ferreira Cabrera, Anita
	In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0718-5758, Nº. 30, 2014 (2014)
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14	Creativity and the Ownership of English: the Teaching and Assessment of Creative Writing with Non-native Speakers
	Pople, Ian
	In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 22, 2014, pags. 41-48 (2014)
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15	My Autobiographical-Poetic Rendition: An Inquiry into Humanizing our Teacher Scholarship
	Park, Gloria
	In: Park, Gloria. (2013). My Autobiographical-Poetic Rendition: An Inquiry into Humanizing our Teacher Scholarship. L2 Journal, 5(1). doi:10.5070/L25115768. Retrieved from: http://www.escholarship.org/uc/item/2wx585r5 (2013)
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16	Collaborative Writing and Individual Writing: Improving Writing in an L2 Class
	Vithanage, Ramyadarshanie I.
	In: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1367887930 (2013)
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17	Candidacy Examinations and Dissertation Grant Proposals as "Writing Games": Two Case Studies of Chinese-Speaking Doctoral Students' Experiences
	Cheng, Ying-Hsueh
	In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1372685840 (2013)
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18	Facilitating revision in the English as a second language (ESL) composition classroom through computer-based multimodal composing activities: A case study of composing practices of ESL students
	DZEKOE, RICHMOND SOLOMON KWESI
	In: Graduate Theses and Dissertations (2013)
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19	Anglophone high school boys’ engagement and achievement in editing their French writing using the BonPatronPro.
	Gauthier, Maria
	In: Journal of Classroom Research in Literacy; Vol 6 (2013); 24-35 ; 1918-2449 (2013)
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20	An Inquiry into Language Use in Multilinguals’ Writing: A Study of Third-Language Learners
	Tanova, Nadya
	In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1338317195 (2012)
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