Scott A. Crossley Georgia State University, Atlanta, Georgia USA scrossleygsu.edu Abstract: This paper provides an agenda for replication studies focusing on second language (L2) writing and the use of natural language processing (NLP) tools and machine learning algorithms. Specifically, the paper introduces a variety of available NLP tools and machine learning algorithms and demonstrates how t...

The present study investigated any probable relationship between theidentity processing styles and L2 literacy of advanced Persian EFL learners. Theparticipants included 160 (female = 109, male = 51) advanced EFL Iranian learners.The instruments used included a simulation of the TOEFL iBT test, measuring theparticipants’ L2 literacy-related proficiency, reading, and writing, and the identitysty...

the efficacy of genre-based approach to teaching writing has been regarded as an influential practice in l2 writing pedagogy (hyland, 2007). however, there is still gap between actual structures found in reading materials recommended as textbooks and discourse patterns recommended for l2 writing in efl contexts, the gap which would highlight the problems of genre and rhetorical patterns for tea...

Although story mapping strategy has been shown to be beneficial in many reading comprehension classes, the benefits of this technique have not been thoroughly investigated in L2 writing research. The small number of previous studies (e.g., Li, 2007; Brunner, 2010) have found the potential benefits of using story mapping strategy on students’ writing performance, but they did not focus on differ...

Bilingual dictionary use in L2 writing test performance has recently been the subject of debate. Opinions differ according to how the trait is understood and whether the system favors the process-oriented or product-oriented views towards the assessment and writing skill. Given the need for more empirical support, this study is aimed at investigating the availability of bilingual dictionary use...

The efficacy of genre-based approach to teaching writing has been regarded as an influential practice in L2 writing pedagogy (Hyland, 2007). However, there is still gap between actual structures found in reading materials recommended as textbooks and discourse patterns recommended for L2 writing in EFL contexts, the gap which would highlight the problems of genre and rhetorical patterns for tea...

there is insufficient rigorous research examining which features of efl/esl learners’ writing can be improved through their awareness/knowledge of collocation. this study, therefore, addressed this issue and examined the effect of this awareness on iranian efl learners’ writing performance with respect to the specific features of each writing sub-component (i.e., content, organization, vocabula...