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L2 Students’ Academic Literacy Development Guided by Teacher Written Feedback: A Writing-to-Learn Perspective

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Cheng R., Feyten C. M.

Studie z aplikované lingvistiky - Studies in Applied Linguistics

2015

vol. 6

issue 2

7-25

Non-native graduate students need to master specialized disciplinary knowledge and genre conventions to perform academic writing tasks. The learning practice is always a process of legitimate peripheral participation where students are inducted into their chosen discipline through collaboration and interaction with people in their social and academic network. Adopting a writing-to-learn perspective, the study sought to examine how teacher written feedback guided L2 graduate students to engage in legitimate, peripheral, and participatory activities with the purpose of understanding teacher expectations, learning disciplinary conventions and developing academic literacy in the discipline of applied linguistics. The exploration demonstrated that teacher written feedback provided opportunities for students to engage in dialogic interaction with various parties through interpreting and/or clarifying teacher written feedback. These legitimate peripheral participation activities not only enabled L2 students to gain necessary disciplinary knowledge for successful papers, but also situated them in relation to more experienced members and by extension to the field.

Past and future research agendas on writing strategies: Conceptualizations, inquiry methods, and research findings

100%

Manchón R. M.

Studies in Second Language Learning and Teaching

2018

vol. 8

issue 2

247-267

This paper offers a retrospective narrative review of research on L2 writing strategies and a prospective discussion of potential theoretical and pedagogical relevant lines of inquiry to be explored in future research agendas. The retrospective analysis will synthesize the main trends observed in the conceptualization of writing strategies as well as central directions followed in empirical research in the domain. The prospective discussion tries to advance research agendas on the basis of several observations about L2 writing that are presented as key points to be considered when analyzing existing or thinking about future research in the domain. Special mention will be made of future research avenues centrally concerned with theoretical and empirical questions on the manner in which strategic behavior during writing and during written corrective feedback processing may foster language learning. It will be suggested that following this route can result in interesting and profitable synergies between research on language learning strategies and recent SLA-oriented L2 writing research initiatives on the language learning potential associated with L2 writing.

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1 Studie z aplikované lingvistiky - Studies in Applied Linguistics

1 Studies in Second Language Learning and Teaching

1 2018

1 2015

1 Cheng R.

1 Feyten C. M.

1 Manchón R. M.

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L2 Students’ Academic Literacy Development Guided by Teacher Written Feedback: A Writing-to-Learn Perspective

Past and future research agendas on writing strategies: Conceptualizations, inquiry methods, and research findings