Background. The adoption of the TOEIC Listening and Reading test as the main English competency measurement instrument for Japanese businesses has lead Japanese business people to invest in courses specialized in test-taking strategies which seem to improve test scores in the short term. Nevertheless, there is pressing need to adopt more reliable instructions for reading ability development. Translanguaging pedagogy, an instruction method that urges L2 learners to make use of all languages in their linguistic repertoire, has rapidly gained the interest of language researchers and educators worldwide. Various studies have been conducted at all level of formal education, from elementary to tertiary education, to evaluate how it could help learners develop their proficiency in the target L2, including reading comprehension ability. However, no study on translanguaging in continuing education in Japan could be found in the literature. Purpose. This paper presents an investigation to assess the effectiveness of translanguaging pedagogy in nurturing the reading comprehension of a group of Japanese EFL learners in a continuing education context. Methods. The study adapted a quasi-experimental design with a control and an experimental group, as well as a reading comprehension improvement intervention course between pre-test and post-test. The experimental group received instruction based on translanguaging pedagogy, and the control group was restricted to using only English in their classes. Results. It was found that both the control and experimental groups improved their reading comprehension, but improvement in the experimental group was moderately more substantial. This finding contributes to the literature on translanguaging pedagogy in Japan, especially in the context of continuing education. Conclusion. Due to the small number of participants, the findings of this study cannot be generalized to EFL education in continuing education. Further research with a substantial number of participants and treatment over a longer period could help confirm that translanguaging pedagogy can effectively be implemented in this setting to assist learners become proficient in the target L2.
{"title":"Translanguaging Instruction and Reading Comprehension Skills of Japanese EFL Learners: A Quasi-Experimental Study","authors":"Alexis Goli","doi":"10.17323/jle.2023.14069","DOIUrl":"https://doi.org/10.17323/jle.2023.14069","url":null,"abstract":"Background. The adoption of the TOEIC Listening and Reading test as the main English competency measurement instrument for Japanese businesses has lead Japanese business people to invest in courses specialized in test-taking strategies which seem to improve test scores in the short term. Nevertheless, there is pressing need to adopt more reliable instructions for reading ability development. Translanguaging pedagogy, an instruction method that urges L2 learners to make use of all languages in their linguistic repertoire, has rapidly gained the interest of language researchers and educators worldwide. Various studies have been conducted at all level of formal education, from elementary to tertiary education, to evaluate how it could help learners develop their proficiency in the target L2, including reading comprehension ability. However, no study on translanguaging in continuing education in Japan could be found in the literature. \u0000Purpose. This paper presents an investigation to assess the effectiveness of translanguaging pedagogy in nurturing the reading comprehension of a group of Japanese EFL learners in a continuing education context. \u0000Methods. The study adapted a quasi-experimental design with a control and an experimental group, as well as a reading comprehension improvement intervention course between pre-test and post-test. The experimental group received instruction based on translanguaging pedagogy, and the control group was restricted to using only English in their classes. \u0000Results. It was found that both the control and experimental groups improved their reading comprehension, but improvement in the experimental group was moderately more substantial. This finding contributes to the literature on translanguaging pedagogy in Japan, especially in the context of continuing education. \u0000Conclusion. Due to the small number of participants, the findings of this study cannot be generalized to EFL education in continuing education. Further research with a substantial number of participants and treatment over a longer period could help confirm that translanguaging pedagogy can effectively be implemented in this setting to assist learners become proficient in the target L2.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44380327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background. The effectiveness of oral corrective feedback (OCF) in language learning is influenced by learners' comprehension and response to various OCF techniques. Therefore, it is essential for teachers to consider learners' preferences for OCF strategies. Purpose. This quantitative study aimed to investigate the preferences of Thai as a foreign language (TFL) learners for ten commonly discussed types of OCF. Specifically, it examined whether these preferences are influenced by four learner variables: proficiency level, first language (L1), foreign language classroom anxiety (FLCA), and foreign language enjoyment (FLE). Methods. The study involved 288 university students from Chinese, Japanese, and Korean TFL settings, and the data from questionnaires were analysed using appropriate statistical methods. Results. The findings indicate that, regardless of proficiency level, L1, FLCA, or FLE level, learners prefer more explicit OCF techniques, such as metalinguistics feedback and explicit correction. However, Korean undergraduates scored lower in the majority of OCF strategies (i.e., ignoring, elicitation, recast, explanation, and public feedback) compared to the other participants. The MANOVA analysis revealed significant differences in ignore, peer correction, recast, and private feedback based on proficiency level and L1 background. Although the differences between the FLE and FLCA approaches were not statistically significant, high FLE and FLCA groups tended to prefer more OCF strategies than the low groups. Conclusion. This study has significant implications for instructional practices in TFL settings and for L2 lecturers in the classroom. By understanding learners' preferences for OCF, educators can tailor their instructional approaches to meet the specific needs of their students.
{"title":"Preferences for Oral Corrective Feedback: Are Language Proficiency, First Language, Foreign Language Classroom Anxiety, and Enjoyment Involved?","authors":"Watcharapol Wiboolyasarin, Phornrat Tiranant, Teavakorn Khumsat, Tidarat Ngamnikorn, Kanokpan Wiboolyasarin, Somkiat Korbuakaew, Nattawut Jinowat","doi":"10.17323/jle.2023.16141","DOIUrl":"https://doi.org/10.17323/jle.2023.16141","url":null,"abstract":"Background. The effectiveness of oral corrective feedback (OCF) in language learning is influenced by learners' comprehension and response to various OCF techniques. Therefore, it is essential for teachers to consider learners' preferences for OCF strategies. \u0000Purpose. This quantitative study aimed to investigate the preferences of Thai as a foreign language (TFL) learners for ten commonly discussed types of OCF. Specifically, it examined whether these preferences are influenced by four learner variables: proficiency level, first language (L1), foreign language classroom anxiety (FLCA), and foreign language enjoyment (FLE). \u0000Methods. The study involved 288 university students from Chinese, Japanese, and Korean TFL settings, and the data from questionnaires were analysed using appropriate statistical methods. \u0000Results. The findings indicate that, regardless of proficiency level, L1, FLCA, or FLE level, learners prefer more explicit OCF techniques, such as metalinguistics feedback and explicit correction. However, Korean undergraduates scored lower in the majority of OCF strategies (i.e., ignoring, elicitation, recast, explanation, and public feedback) compared to the other participants. The MANOVA analysis revealed significant differences in ignore, peer correction, recast, and private feedback based on proficiency level and L1 background. Although the differences between the FLE and FLCA approaches were not statistically significant, high FLE and FLCA groups tended to prefer more OCF strategies than the low groups. \u0000Conclusion. This study has significant implications for instructional practices in TFL settings and for L2 lecturers in the classroom. By understanding learners' preferences for OCF, educators can tailor their instructional approaches to meet the specific needs of their students.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46335259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background. There is a prevailing belief that unfocused written corrective feedback may not be suitable to promote students’ academic writing development. Purpose. This perspective piece demonstrates how unfocused written corrective feedback reflects the principles of sociomateriality, which views learning as dynamic. Perspectives. Unfocused written corrective feedback has the potential to support university students’ academic discourse socialization. This perspective is based on the observation that actual written corrective feedback in a classroom setting is varied and contextual, and not focused on any particular grammar form or writing feature. Conclusion. Unfocused written corrective feedback represents an optimal approach to support university students’ awareness and engagement with variables found in their learning ecology. These variables can support students’ academic writing development.
{"title":"Unfocused Written Corrective Feedback for Academic Discourse: The Sociomaterial Potential for Writing Development and Socialization in Higher Education","authors":"D. Loo","doi":"10.17323/jle.2022.12996","DOIUrl":"https://doi.org/10.17323/jle.2022.12996","url":null,"abstract":"Background. There is a prevailing belief that unfocused written corrective feedback may not be suitable to promote students’ academic writing development. \u0000Purpose. This perspective piece demonstrates how unfocused written corrective feedback reflects the principles of sociomateriality, which views learning as dynamic. \u0000Perspectives. Unfocused written corrective feedback has the potential to support university students’ academic discourse socialization. This perspective is based on the observation that actual written corrective feedback in a classroom setting is varied and contextual, and not focused on any particular grammar form or writing feature. \u0000Conclusion. Unfocused written corrective feedback represents an optimal approach to support university students’ awareness and engagement with variables found in their learning ecology. These variables can support students’ academic writing development.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46136025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background. Since the 1990s, teachers’ written corrective feedback (WCF) has been recognized as vital in addressing linguistic issues or product aspects of writing. However, it is necessary to go beyond error correction and focus on written feedback (WF) that concerns other areas of process writing. Still, teachers’ thinking on these issues is often an under-explored area. Purpose. This study aimed to explore EFL instructors’ perceptions and their self-reported practices of product- and process-based WF in the writing context of tertiary education. Methods. The exploratory quantitative study collected data from 51 Moroccan EFL writing instructors through a self-developed questionnaire. The questionnaire items regarding perceptions and self-reported practices were valid and acceptable for factor analysis of nine subscales covering the features of product- and process-based WF, and all of them proved to be reliable. This structure allowed several comparisons during data analysis. Results. Concerning product-oriented WF, participants perceived applying WCF and WF modes on the written text as important techniques. As part of process-based WF, most of them highly valued effective WF modes in the writing process. Regarding their self-reported practices of product-based WF, instructors stated that they often employed WF modes on the written text. Within the process-based WF, they reported using judgemental feedback and effective WF modes as their most frequent practices. The comparisons between perceptions and self-reported practices showed mismatches in four subscales, including WCF, content-based WF related to macroaspects of writing, developing evaluative judgement, and effective WF modes in the writing process. Thus, instructors admitted the importance of WF in these areas although they acknowledged applying their practices less frequently. Conclusions. This study verified the psychometric properties of a self-constructed questionnaire, which was justified to be appropriate to explore teachers’ perceptions and self-reported practices regarding WF. The results obtained from the different subscales support the effectiveness of WCF and allow the exploration of a new conceptualisation of WF as a process.
{"title":"Moroccan EFL Public University Instructors’ Perceptions and Self-Reported Practices of Written Feedback","authors":"Abderrahim Mamad, Tibor Vígh","doi":"10.17323/jle.2022.15895","DOIUrl":"https://doi.org/10.17323/jle.2022.15895","url":null,"abstract":"Background. Since the 1990s, teachers’ written corrective feedback (WCF) has been recognized as vital in addressing linguistic issues or product aspects of writing. However, it is necessary to go beyond error correction and focus on written feedback (WF) that concerns other areas of process writing. Still, teachers’ thinking on these issues is often an under-explored area. \u0000Purpose. This study aimed to explore EFL instructors’ perceptions and their self-reported practices of product- and process-based WF in the writing context of tertiary education. \u0000Methods. The exploratory quantitative study collected data from 51 Moroccan EFL writing instructors through a self-developed questionnaire. The questionnaire items regarding perceptions and self-reported practices were valid and acceptable for factor analysis of nine subscales covering the features of product- and process-based WF, and all of them proved to be reliable. This structure allowed several comparisons during data analysis. \u0000Results. Concerning product-oriented WF, participants perceived applying WCF and WF modes on the written text as important techniques. As part of process-based WF, most of them highly valued effective WF modes in the writing process. Regarding their self-reported practices of product-based WF, instructors stated that they often employed WF modes on the written text. Within the process-based WF, they reported using judgemental feedback and effective WF modes as their most frequent practices. The comparisons between perceptions and self-reported practices showed mismatches in four subscales, including WCF, content-based WF related to macroaspects of writing, developing evaluative judgement, and effective WF modes in the writing process. Thus, instructors admitted the importance of WF in these areas although they acknowledged applying their practices less frequently. \u0000Conclusions. This study verified the psychometric properties of a self-constructed questionnaire, which was justified to be appropriate to explore teachers’ perceptions and self-reported practices regarding WF. The results obtained from the different subscales support the effectiveness of WCF and allow the exploration of a new conceptualisation of WF as a process.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46378631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
E. Ghaderi, A. Rouhi, Amir Reza Nemat Tabrizi, Manoochehr Jafarigohar, F. Hemmati
Background. Task-based language teaching (TBLT) is still attracting considerable interest from second language teachers and researchers, partly due to unresolved issues of task sequencing and task complexity. Moreover, in spite of burgeoning attention to writing at the present stage of evolution of TBLT, the interaction of task complexity and corrective feedback in writing performance of language learners has not been explored well. Purpose. To fill in this research gap, the present study aimed to explore the role of task complexity and task condition in learners’ gain from corrective feedback in second language writing. Methods. A pretest-immediate posttest-delayed posttest design was adopted in this study. The participants of the study were 114 English as foreign language learners, randomly assigned to one of the five groups: four experimental groups and a control group. The four experimental groups differed in (a) whether they carried out the simple or complex version of a task (b) whether they did the writing task individually or collaboratively. They received feedback on their writing in three treatment sessions. Results. Statistical analyses revealed that task condition played a larger role than task complexity in the linguistic performance of language learners who received feedback on their writing. Conclusion. The findings add support to the view that selecting appropriate levels of task complexity and suitable task implementation conditions alongside providing corrective feedback enhances the different dimensions of the written performance of language learners.
{"title":"Writing Task Complexity, Task Condition and the Efficacy of Feedback","authors":"E. Ghaderi, A. Rouhi, Amir Reza Nemat Tabrizi, Manoochehr Jafarigohar, F. Hemmati","doi":"10.17323/jle.2022.12817","DOIUrl":"https://doi.org/10.17323/jle.2022.12817","url":null,"abstract":"Background. Task-based language teaching (TBLT) is still attracting considerable interest from second language teachers and researchers, partly due to unresolved issues of task sequencing and task complexity. Moreover, in spite of burgeoning attention to writing at the present stage of evolution of TBLT, the interaction of task complexity and corrective feedback in writing performance of language learners has not been explored well. \u0000Purpose. To fill in this research gap, the present study aimed to explore the role of task complexity and task condition in learners’ gain from corrective feedback in second language writing. \u0000Methods. A pretest-immediate posttest-delayed posttest design was adopted in this study. The participants of the study were 114 English as foreign language learners, randomly assigned to one of the five groups: four experimental groups and a control group. The four experimental groups differed in (a) whether they carried out the simple or complex version of a task (b) whether they did the writing task individually or collaboratively. They received feedback on their writing in three treatment sessions. \u0000Results. Statistical analyses revealed that task condition played a larger role than task complexity in the linguistic performance of language learners who received feedback on their writing. \u0000Conclusion. The findings add support to the view that selecting appropriate levels of task complexity and suitable task implementation conditions alongside providing corrective feedback enhances the different dimensions of the written performance of language learners.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43846564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background. The existing literature has focused on learner perceptions or beliefs about peer review tasks over the recent decade. However, little has been known about the relationships among learner beliefs about written corrective feedback (WCF), related teacher mentoring process, and learner revision practices. Purpose. We thus aimed at addressing the gap by exploring how teacher mentoring and learner WCF beliefs may inform learner revision practices in the peer-reviewed process. Methods. In this mixed-method study, we included four Chinese EFL students majoring in English as the participants and collected their WCF belief survey data. We also collected their actual practice data through PeerCeptiv, an online writing and rewriting platform. In addition, we traced the teacher mentoring practices and interviewed the participants about their beliefs and practices in the peer review and back-evaluation process. Results. Through the mixed-methods design, we reported our major findings: the student participants believed empathy and resonance was the primary advantage of peer feedback, and teacher mentoring facilitated them in understanding and performing the peer review and revision tasks; we also found the student review process consisted of evaluating, resonating, learning, and reflecting practices and the student revision process included crediting, arguing, correcting, and polishing practices. Implications. From a sociocultural perspective, we centered our discussion on these research findings by claiming that scaffolding in different forms work together enhance learner performance and student beliefs appear in a complex manner with student actual revision practices. We also offered insights for future studies and practical implications for language teachers.
{"title":"Towards Understanding Teacher Mentoring, Learner WCF Beliefs, and Learner Revision Practices Through Peer Review Feedback: A Sociocultural Perspective","authors":"Yanglin Gao, Xiaochen Wang","doi":"10.17323/jle.2022.15962","DOIUrl":"https://doi.org/10.17323/jle.2022.15962","url":null,"abstract":"Background. The existing literature has focused on learner perceptions or beliefs about peer review tasks over the recent decade. However, little has been known about the relationships among learner beliefs about written corrective feedback (WCF), related teacher mentoring process, and learner revision practices. \u0000Purpose. We thus aimed at addressing the gap by exploring how teacher mentoring and learner WCF beliefs may inform learner revision practices in the peer-reviewed process. \u0000Methods. In this mixed-method study, we included four Chinese EFL students majoring in English as the participants and collected their WCF belief survey data. We also collected their actual practice data through PeerCeptiv, an online writing and rewriting platform. In addition, we traced the teacher mentoring practices and interviewed the participants about their beliefs and practices in the peer review and back-evaluation process. \u0000Results. Through the mixed-methods design, we reported our major findings: the student participants believed empathy and resonance was the primary advantage of peer feedback, and teacher mentoring facilitated them in understanding and performing the peer review and revision tasks; we also found the student review process consisted of evaluating, resonating, learning, and reflecting practices and the student revision process included crediting, arguing, correcting, and polishing practices. \u0000Implications. From a sociocultural perspective, we centered our discussion on these research findings by claiming that scaffolding in different forms work together enhance learner performance and student beliefs appear in a complex manner with student actual revision practices. We also offered insights for future studies and practical implications for language teachers.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42132654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction. The issue of whether or not teachers should correct second language learners’ grammatical errors has been hotly contested in the literature. Researchers who studied corrective feedback were particularly interested in determining what kinds of feedback may help students commit fewer errors in subsequent writing. One of the primary points of contention in this discussion is whether language teachers should provide focused (i.e., only one or a few types of grammar errors are targeted for correction) or unfocused written corrective feedback (i.e., all error types are corrected). Although focused feedback has been found to be more effective than unfocused feedback (Kao & Wible, 2014), focused feedback has been questioned to ecologically invalid in authentic classrooms (Xu, 2009). Because little attention has been paid to unfocused feedback effects, the present study looked into not only the short-term but also the long-term learning effects of unfocused feedback. Methods. The present study adopted the meta-analysis software Comprehensive Meta-analysis (Borenstein, Hedges, Higgins, & Rothstein, 2005) to calculate an effect size across previous studies. Several keywords were used to search for relevant studies in online databases and selection criteria were set to determine whether these studies were appropriate to be synthesized. 40 studies which met the criteria were included for analyses. Results and Discussion. This meta-analysis revealed that unfocused grammatical feedback was effective, as assessed by immediate posttests, and that the benefits of unfocused feedback increased over time, as revealed by delayed posttests, potentially contradicting Truscott’s (1996; 2007) conclusions on grammar correction. This finding needs to be carefully interpreted because only 10 out of 40 studies provided statistical data in delayed posttests. Furthermore, publication bias seemed to be minimal, and both immediate and delayed posttest effect sizes were heterogeneous. Conclusion. It is strongly suggested that more future studies should investigate the long-term learning effects of unfocused feedback. In addition, because the effect sizes obtained for unfocused feedback practices were heterogeneous, other moderating variables need to be considered such as instructional settings (Mackey & Goo, 2007; Truscott, 2004a), type of feedback (Lee, 2013), focus of feedback (Ellis, 2009), learners’ revisions (Ferris, 2010), intervention length (Li, 2010; Lyster & Saito, 2010) and so on. It is essential to conduct more meta-analyses to look into the potential effects of such moderating variables.
{"title":"A Research Synthesis of Unfocused Feedback Studies in the L2 Writing Classroom: Implications for Future Research","authors":"B. Reynolds, Chian-wen Kao","doi":"10.17323/jle.2022.16516","DOIUrl":"https://doi.org/10.17323/jle.2022.16516","url":null,"abstract":"Introduction. The issue of whether or not teachers should correct second language learners’ grammatical errors has been hotly contested in the literature. Researchers who studied corrective feedback were particularly interested in determining what kinds of feedback may help students commit fewer errors in subsequent writing. One of the primary points of contention in this discussion is whether language teachers should provide focused (i.e., only one or a few types of grammar errors are targeted for correction) or unfocused written corrective feedback (i.e., all error types are corrected). Although focused feedback has been found to be more effective than unfocused feedback (Kao & Wible, 2014), focused feedback has been questioned to ecologically invalid in authentic classrooms (Xu, 2009). Because little attention has been paid to unfocused feedback effects, the present study looked into not only the short-term but also the long-term learning effects of unfocused feedback. \u0000Methods. The present study adopted the meta-analysis software Comprehensive Meta-analysis (Borenstein, Hedges, Higgins, & Rothstein, 2005) to calculate an effect size across previous studies. Several keywords were used to search for relevant studies in online databases and selection criteria were set to determine whether these studies were appropriate to be synthesized. 40 studies which met the criteria were included for analyses. \u0000Results and Discussion. This meta-analysis revealed that unfocused grammatical feedback was effective, as assessed by immediate posttests, and that the benefits of unfocused feedback increased over time, as revealed by delayed posttests, potentially contradicting Truscott’s (1996; 2007) conclusions on grammar correction. This finding needs to be carefully interpreted because only 10 out of 40 studies provided statistical data in delayed posttests. Furthermore, publication bias seemed to be minimal, and both immediate and delayed posttest effect sizes were heterogeneous. \u0000Conclusion. It is strongly suggested that more future studies should investigate the long-term learning effects of unfocused feedback. In addition, because the effect sizes obtained for unfocused feedback practices were heterogeneous, other moderating variables need to be considered such as instructional settings (Mackey & Goo, 2007; Truscott, 2004a), type of feedback (Lee, 2013), focus of feedback (Ellis, 2009), learners’ revisions (Ferris, 2010), intervention length (Li, 2010; Lyster & Saito, 2010) and so on. It is essential to conduct more meta-analyses to look into the potential effects of such moderating variables.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48571322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Translingualism, which concerns the freedom to use different languages and use them for different purposes (Horner & Alvarez, 2019), has recently become a trendy topic in language education. Despite the fresh perspectives brought by translingualism, some disputes have emerged regarding how this concept could coexist alongside scholarship in second language writing (SLW). A group of L2 writing studies scholars even expressed their concern over the misunderstanding that translingual writing would replace SLW (Atkinson et al., 2015). Given this, the book is a timely volume that revisits and reconciles the tension between scholars of translingualism and SLW. The purpose of this book, as stated by the authors, is to achieve a constructive and productive interaction between the two entities, thereby improving the L2 writing instruction practice in multilingual classrooms.
翻译主义涉及使用不同语言并将其用于不同目的的自由（Horner&Alvarez，2019），最近已成为语言教育中的一个热门话题。尽管跨语言主义带来了新的视角，但关于这一概念如何与第二语言写作中的学术共存，仍存在一些争议。一组二语写作研究学者甚至对跨语言写作将取代SLW的误解表示担忧（Atkinson et al.，2015）。有鉴于此，这本书是一本及时的书，它重新审视并调和了跨语言主义学者和SLW之间的紧张关系。正如作者所说，本书的目的是在两个实体之间实现建设性和富有成效的互动，从而改善多语言课堂中的二语写作教学实践。
{"title":"Reconciling Translingualism and Second Language Writing: Book Review","authors":"Chunhong Liu, Taiji Huang","doi":"10.17323/jle.2022.13383","DOIUrl":"https://doi.org/10.17323/jle.2022.13383","url":null,"abstract":"Translingualism, which concerns the freedom to use different languages and use them for different purposes (Horner & Alvarez, 2019), has recently become a trendy topic in language education. Despite the fresh perspectives brought by translingualism, some disputes have emerged regarding how this concept could coexist alongside scholarship in second language writing (SLW). A group of L2 writing studies scholars even expressed their concern over the misunderstanding that translingual writing would replace SLW (Atkinson et al., 2015). Given this, the book is a timely volume that revisits and reconciles the tension between scholars of translingualism and SLW. The purpose of this book, as stated by the authors, is to achieve a constructive and productive interaction between the two entities, thereby improving the L2 writing instruction practice in multilingual classrooms.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47080535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background. Writing is a complex skill, even more so, if the student does not handle the generic structure of the institutionalized practices imposed on Higher Education. Purpose. The purpose of this study is to determine the effectiveness of direct and metalinguistic focused written corrective feedback (WCF) on information structuring connectors. Methods. This quantitative study compares focused WCF effectiveness in 39 subjects who are divided into three groups: the first one is the control group, which did not receive feedback, the second is the experimental group 1 that was corrected through direct WCF and the third one corresponds to experimental group 2 that received feedback through metalinguistic cues. Results. The findings indicate that WCF is effective for the experimental groups. There is a significant decrease in the number of errors of information-structuring connectors in experimental group 2, while experimental group 1 shows a reduction, but without statistical significance. As for the control group, it did not present improvements. In addition, the development of writing tasks corrected through metalinguistic WCF strategies led to textual cohesion improvement with the accurate use of connective devices. Conclusions. It is important to reflect on the use of focused feedback as part of the writing process, firstly, because writing cannot be taught without reviewing a student's writing, and secondly, considering that focused feedback supports the noticing of errors and decreases teacher correction time.
{"title":"The Effectiveness of Direct and Metalinguistic Written Corrective Feedback to Deal With Errors in the Use of Information-Structuring Connectors","authors":"Steffanie Kloss, Angie Quintanilla","doi":"10.17323/jle.2022.15906","DOIUrl":"https://doi.org/10.17323/jle.2022.15906","url":null,"abstract":"Background. Writing is a complex skill, even more so, if the student does not handle the generic structure of the institutionalized practices imposed on Higher Education. \u0000Purpose. The purpose of this study is to determine the effectiveness of direct and metalinguistic focused written corrective feedback (WCF) on information structuring connectors. \u0000Methods. This quantitative study compares focused WCF effectiveness in 39 subjects who are divided into three groups: the first one is the control group, which did not receive feedback, the second is the experimental group 1 that was corrected through direct WCF and the third one corresponds to experimental group 2 that received feedback through metalinguistic cues. \u0000Results. The findings indicate that WCF is effective for the experimental groups. There is a significant decrease in the number of errors of information-structuring connectors in experimental group 2, while experimental group 1 shows a reduction, but without statistical significance. As for the control group, it did not present improvements. In addition, the development of writing tasks corrected through metalinguistic WCF strategies led to textual cohesion improvement with the accurate use of connective devices. \u0000Conclusions. It is important to reflect on the use of focused feedback as part of the writing process, firstly, because writing cannot be taught without reviewing a student's writing, and secondly, considering that focused feedback supports the noticing of errors and decreases teacher correction time.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48784099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Atik Umamah, Niamika El Khoiri, Utami Widiati, Anik Nunuk Wulyani
Background. Self-regulated learning strategies play an essential role in the success of students’ learning of writing. The use of these strategies might be influenced by the student’s individual differences. Purpose. This study was conducted to describe EFL university students’ preferences for self-regulated writing strategies. It also examined the different use of self-regulated writing strategies by considering gender, interest in English writing, and writing achievement. Further, it measured the predictive effects of self-regulated writing strategies on the students’ writing achievement. Methods. This research applied a quantitative approach and involved 58 English students. The students were required to respond to a self-report survey using the Self-Regulated Learning Strategy Questionnaire. The students’ writing achievement was measured based on their scores in writing an argumentative essay. The data were then analyzed using descriptive statistics, an independent sample t-test, One Way Anova, and multiple regression. Results. The results uncovered that the overall use of self-regulated writing strategies was at a high level with the social environment strategy dimension on the top rank and motive on the bottom. Further analysis showed that there is no significant difference in the use of self-regulated writing strategies based on gender, interest in English writing, and writing achievement. Meanwhile, multiple regression analysis indicated the predictive effect of self-regulated writing strategies on writing achievement. To this end, teachers need to encourage students to use self-regulated writing strategies more optimally to enhance their writing quality. Conclusion. EFL students have invested high awareness of using self-regulated writing strategies. Along with this high awareness, students’ individual differences such as gender, interest in English writing, and proficiency level might not strongly influence the use of SRW strategies. Though not strong, the use of self-regulated writing strategies contributes to the students’ writing quality improvement.
{"title":"EFL University Students’ Self-Regulated Writing Strategies: The Role of Individual Differences","authors":"Atik Umamah, Niamika El Khoiri, Utami Widiati, Anik Nunuk Wulyani","doi":"10.17323/jle.2022.13339","DOIUrl":"https://doi.org/10.17323/jle.2022.13339","url":null,"abstract":"Background. Self-regulated learning strategies play an essential role in the success of students’ learning of writing. The use of these strategies might be influenced by the student’s individual differences. \u0000Purpose. This study was conducted to describe EFL university students’ preferences for self-regulated writing strategies. It also examined the different use of self-regulated writing strategies by considering gender, interest in English writing, and writing achievement. Further, it measured the predictive effects of self-regulated writing strategies on the students’ writing achievement. \u0000Methods. This research applied a quantitative approach and involved 58 English students. The students were required to respond to a self-report survey using the Self-Regulated Learning Strategy Questionnaire. The students’ writing achievement was measured based on their scores in writing an argumentative essay. The data were then analyzed using descriptive statistics, an independent sample t-test, One Way Anova, and multiple regression. \u0000Results. The results uncovered that the overall use of self-regulated writing strategies was at a high level with the social environment strategy dimension on the top rank and motive on the bottom. Further analysis showed that there is no significant difference in the use of self-regulated writing strategies based on gender, interest in English writing, and writing achievement. Meanwhile, multiple regression analysis indicated the predictive effect of self-regulated writing strategies on writing achievement. To this end, teachers need to encourage students to use self-regulated writing strategies more optimally to enhance their writing quality. \u0000Conclusion. EFL students have invested high awareness of using self-regulated writing strategies. Along with this high awareness, students’ individual differences such as gender, interest in English writing, and proficiency level might not strongly influence the use of SRW strategies. Though not strong, the use of self-regulated writing strategies contributes to the students’ writing quality improvement.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48923104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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