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.
Academic writing instruction for adult refugee students remains severely under-researched. This case study of two instructors’ techniques for teaching summary writing to this population offers evidence-based pedagogical recommendations and considerations for preparing refugee language-learners for the reading/writing demands of postsecondary study and, ultimately, for the pursuit of better life chances.
This Workshop aims to provide insights on what elements need to be present on academic papers to be published in the Journal of Second Language Writing, major pitfalls, authors’ do’s and don’t’s and appropriate ethical practices; followed by a Q&A.
The study examines ChatGPT's and teachers' assessments of college students' writing regarding organization, content, language, and grammar. Semi-structured interviews are conducted, followed by teachers' assessments of the student's papers and ChatGPT's feedback. Preliminary findings show ChatGPT's consistency in grammatical corrections, whereas teachers provide more comprehensive feedback on content and structure.
Adopting Genre Related Episode (GRE) framework, this research explores L2 graduate students' engagement in a comparative analysis of student-produced versus ChatGpt- produced research introduction sections to examine their understanding of research originality.
