The aim of this paper is to contribute learner corpus research into formulaic language in native and non-native German. To effect, a argumentative essays written by advanced British students German (WHiG) was compared with speakers (Falko-L1). A corpus-driven analysis reveals larger number 3-grams WHiG than Falko-L1, which suggests that learners are more likely use writing their native-speaker ...

Contribution: Demonstrates how to use experiential learning (EL) improve argumentative writing. Presents the design and development of a natural language processing (NLP) application for aiding instructors in providing feedback on student essays. Discusses EL combined with automated support pro...

The present study explored the intensity level of authorial voice in relation to the quality of argumentative writing. 42 undergraduate learners of English as a foreign language (36 girls and 6 boys) spent 45 minutes to individually complete in-class position-taking writing tasks for three weeks. Their overall academic writing quality scores assigned based on portfolio assessment were studied i...

Using computer keystroke logs, this study investigated how writing skill affected L2 writers’ pausing patterns to gain insights into their management of the cognitive writing processes. The 59 participants, 29 in the more-skilled group and 30 in the less-skilled group, were recruited from a college English course at a key Chinese university. The two groups completed an argumentative essay in a ...

To comprehensively examine the quality of argumentative writing, it is important to integrate aspects structure and substance. This study seeks foreground application Intellectual Standards (IS) as a core component writing process. The research aims determine argumentation in terms using TAP Toulmin concept substance IS. participants were 80 high school students Central Java, Indonesia. A mixed...