The current paper aims to introduce the ‘Reading to Learn, Learning to Write” (R2L) pedagogy [11] and its application in teaching Chinese narrative writing to non-Chinese speaking (NCS) students in Hong Kong. Based on the needs of the NCS students in Chinese language learning for education and employment in Hong Kong, R2L pedagogy functions as an effective toolkit for L1 Chinese teachers to tea...

This paper aims at providing a comprehensive review of previous research on second language (L2) writing. Major issues and the relevant findings from five areas of inquiry into L2 writing are presented, namely, L2 writers’ characteristics, the L2 writing process, L2 writing feedback, L2 writing instruction, and L2 writers’ texts. It is found that L2 writing is quite a complex process which invo...

This study explores 19 Taiwanese students’ writing in weekly online forum posts and traditional essays. Results drawn from discourse analysis of students’ writing in both types of writing tasks showed that the semesterlong online writing accompanied by explicit instruction on essays and basic academic writing conventions appeared to help raise EFL students’ consciousness of register in the two ...

Lewis (1993) recognized significance of word combinations including collocations by presenting lexical approach. Because of the crucial role of collocation in vocabulary acquisition, this research set out to evaluate the rate of collocations in Iranian EFL learners' writing production across L1 and L2. In addition, L1 interference with L2 collocational use in the learner' writing samples was st...

In this paper, we present an approach to the automatic identification and correction of preposition and determiner errors in nonnative (L2) English writing. We show that models of use for these parts of speech can be learned with an accuracy of 70.06% and 92.15% respectively on L1 text, and present first results in an error detection task for L2 writing.

This study aims to investigate Vietnamese students’ perceptions of portfolio assessment and how it affects their writing performance. Furthermore, the explores problems encountered during process, which could offer professional support for teachers, particularly novice when applying this formative teaching writing. Data was collected through written papers, observations, semi-structured intervi...

the objectives of this study were (a) to examine the writing performance of l2 learners on the level-specific tasks based on common european framework of reference (cefr) and (b) to investigate whether there was any difference between the students' self-assessed level of writing and the writing level reported by the raters. this study was conducted with 138 iranian students at ba and ma levels ...

connor et al. (2008) mention “specifying textual requirements of genres” (p.12) as one of the reasons which have motivated researchers in the analysis of writing. members of each genre should be able to produce and retrieve these textual requirements appropriately to be considered communicatively proficient. one of the textual requirements of genres is regularities of specific forms and content...

the effect of motivational self-regulatory strategies on l2 learners’ achievement has scarcely been examined within the context of our country, iran. this study is concerned with examining the relationship between motivational self-regulatory strategies and their l2 reading and l2 writing achievement. it also explores the relationship of motivational self-regulatory strategies and use of langua...