Written corrective feedback (WCF) is vital in second language acquisition, refining writing skills, and enriching language learning. However, uncertainties persist regarding its impact and processing by learners. Research indicates the efficacy of indirect WCF supplemented with metalinguistic explanation (ME), necessitating further investigation, especially among heritage learners, to inform pedagogy accurately.
Embracing the concepts of critical media literacy, translingual writing and the transtextual analytic framework, this qualitative study explores media literacy practices and online translingual writing of newly-arrived Chinese international students at a Canadian university. Findings indicate that participants negotiate with media environments and languages, with translingual approaches facilitating their writing.
This study tracks and explores 8 participating instructor’s implementation process of corpus-based materials in first-year writing courses for L2 writers. Focusing on their teaching experiences and feedback through classroom observations, focus groups and survey responses, the study offers insights into practices for DDL implementation, materials creation and research design.
Using a sociolinguistic approach, this grounded theory study examined writing practices within a multigenerational refugee family. The purpose of this study was to define features of their second-language writing development during their first year of resettlement in the U.S., and to identify features unique to their experience with displacement.
Drawing on theories of identity, investment, and imagined communities, this study examines the introduction and use of multilingual student writing models in First Year Writing. Findings suggest that using multilingual student writing models supports the development of multilingual students’ writerly identities and encourages openness to multilingualism in the FYW community.
This paper describes the process of introducing asynchronous online instruction into a transnational writing program. We share an analysis of contextual opportunities, challenges, and considerations and how we have attempted to address these areas in pilot courses. We conclude with implications and recommendations for online SLW instruction and course design.
Wei Xu is a 4th-year Ph.D. candidate in Second Language Acquisition and Teaching (SLAT) at the University of Arizona. She obtained her master's degree in TESOL from Durham University, UK. Her research interests center around multilingual genre-based pedagogy, multimodal composition... Read More →
Saturday November 16, 2024 9:00am - 9:30am MST
South Ballroom
