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writing Proficiency in Preservice EFL Teachers:A Discourse-Analytic Study in the Chinese Mainland

Frontiers of Education in China 2019年第4期14卷 517-550页

作者： LIU Li School of Foreign Languages Renmin University of ChinaBeijing 100872China

The study investigates writing proficiency in preservice English as a Foreign Language(EFL)teachers characterized by selected discourse features inherent in their writing ***-one preservice EFL teachers from a key normal university in the Chinese mainland participated in the *** discourse-analytic approach was adopted to provide evidence underlying teachers’writing *** results suggest that 11 out of 19 features selected are informative of preservice EFL teachers’writing performance in that they can successfully differentiate EFL teachers at various levels of *** findings have implications for the professional preparation and development of preservice EFL teachers and provide insight into the development of language assessment for this population.

关键词： writing proficiency writing instruction preservice EFL teachers discourse analysis professional development

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Facilitating learning together in Iranian context： Three collaborative oral feedback models in EFL writing classes

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Sino-US English Teaching 2010年第3期7卷 9-22页

作者： Mitra Rabiee English Language Department Faculty of Humanities lslamic Azad University （IA U） Shahreza Branch Isfahan 86145-311Iran

Peer response activities take place in different modes, and the different modes affect the roles participants play. These modes can be written, oral, or a combination of both. The purpose of this study is to see how teacher-response, peer-response, and a combination of both in oral mode can be effective in accomplishing the learning/teaching goals of both the students and the teachers in a collaborative Iranian setting to achieve this goal, the researcher chose 60 students as the eligible members of the sample participating in this study. The participants--15 males and 45 females--were all Iranian Persian native speakers aged between 22 and 25 majoring in English translation at university level. They were assigned to three homogeneous groups based on the obtained scores on Oxford Placement Test and a sample paragraph on a given topic, emphasizing the expository genre. They covered five topics in a sequence of ten written texts--before and after receiving feedback--over a 15-week semester. All the written tasks were collected and scored analytically to track any improvement and assay the effects of different feedback sources on students＇ writing performances. The results revealed that： First, oral feedback had a significant effect on students＇ revised drafts and students incorporated the comments provided by the teacher, peers, or both in the process of draft editing; Second, of the three feedback sources the students benefited from teacher＇s feedback more than peers＇ feedback; and finally, the collaborative oral feedback model had a significant effect on students＇ writing. In addition, this method provided a practical foreign-language-learning experience for the Iranian students to share their common linguistic goals and gave a new sense to collaborative learning tasks in EFL writing classes.

关键词： collaborative learning oral-feedback peer-response teacher-response writing instruction

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Teaching writing to Adult English Language Learners： Lessons From the Field

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Journal of Literature and Art Studies 2016年第11期6卷 1407-1423页

作者： Joy Kreeft Peyton Kirsten Schaetzel Center for Applied Linguistics Washington DC USA Georgetown University Washington DC USA

For the past several decades, it has been clear that the ability to write texts for academic and professional purposes （＂academic writing＂ in this article） is key to the success of adults in U.S. society--in school, in university courses, on tests that they need to take to progress through learning and into work, and in the workforce. Academic writing has specific features and involves approaches that are different from much of the writing that is done with adult learners, particularly those learning English as an additional language （e.g., described in reviews by Hinkel, 2015; Leki, Cumming, ＆ Silva, 2008; and a survey by Rosenfeld, Courtney, ＆ Fowles, 2004）. However, a recent survey of adult educators, conducted by the authors, found that academic writing has not been a focus in many adult education programs, and teachers receive limited professional development in this area and instructional support in implementing it. This article describes the importance of academic writing at all levels of adult education, the key features of academic writing, and the current state of writing instruction in adult education programs. It then describes the motivation for, design, and outcomes of a survey of and interviews with adult educators across the country on their preparation for and instructional practices with academic writing （conducted in 2014 and 2015）. Finally, it describes approaches that can be used in adult education programs to meet the writing proficiency needs of students at all levels and next steps that the adult education field might take.

关键词： academic writing adult education adult ESL English learners writing instruction

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A Literature Review on Automated writing Evaluation

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海外英语 2018年第3期 227-228,232页

作者：杨曼北京邮电大学人文学院

This paper aims to make a brief review on automated writing evaluation(AWE) tools in English writing instruction both at home and abroad. In this paper, seven AWE tools are summarized, including Project Essay Grade(PEG), Intelligent Essay Assessor(IEA), the Electronic Essay Rater(E-rater) and Criterion, Intelli Metric and MY Access!, and Bayesian Essay Test Scoring System(BETSY), all of which are widely used *** in China, i Write 2.0 and the Pigai system are used *** describing the developing process of AWE system, this paper tends to provide a general knowledge of AWE system.

关键词： automated writing evaluation(AWE) English writing writing proficiency writing instruction review

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The Effectiveness of Peer Feedback for Chinese Non-English Majors

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校园英语 2018年第31期 58-59页

作者： Tang Min Hohhot Vocational College

Feedback to students’ writing has always been a subject of research in second language writing. A review of the related literature shows that some researchers highlight the disadvantages or constraints of using peer feedback with L2 students, while others advocate implementing peer feedback in L2 classes. The study in this thesis focuses on the current situation of second language writing in China, hoping to offer some implications for the writing instruction. 40 non-English major freshmen were required to produce revised drafts in a former writing task based on peer and teacher comments made on their initial drafts. Besides, follow-up interviews were undertaken to gain insights into the students’ responses to peer and teacher feedback. It is found that Chinese non-English majors are capable of providing valid feedback for their peers’ writing, and they do use peer feedback to facilitate revisions in their writing. Furthermore, it is revealed that peer feedback plays a complementary role to teacher feedback, and a great majority of the students have positive perceptions of peer feedback and agree to have peer feedback as a point of their EFL writing instruction. Therefore, peer feedback should be incorporated into writing instruction.

关键词： peer feedback non-English majors writing instruction

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Dynamic Assessment in ESL writing Classroom

Dynamic Assessment in ESL Writing Classroom

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2013年教育技术与管理科学国际会议

作者： Tianshun MIAO Mian Lv Foreign Languages School Beijing Technology and Business University

Based on the Socio-cultural Theory and its key notion of Zone of Proximal Development, this study constructs a Dynamic Assessment writing Framework, which integrates three stages of writing process into the pre-writing-mediation-post-writing dynamic assessment model. The thesis conducts a detailed description of the implementation of the writing process framework into the dialogue-centered ESL writing classroom instruction in a hope of providing ESL teachers with a practical and easily and effectively manipulated approach to the ESL classroom teaching. This thesis also reports a comparative study which is designed to examine the differences between the experimental class and the control class in terms of writing scores and writing products with regard to accuracy, complexity, fluency and local and global coherence. The statistics resulting from both writing scores and writing products indicate that the dynamic assessment benefits the growth of ESL writing ability.

关键词： dynamic assessment writing instruction mediation

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Teacher Feedback in College EFL writing:Students' Views

Teacher Feedback in College EFL Writing:Students' Views

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作者：武莹浙江大学

学位级别：硕士

Despite high interest in second language writers' processes, few studies have examined how learners perceive or incorporate expert feedback into their revisions. In order to come up with a sound pedagogy of feedback in the writing classroom, it is important to understand the issues students face, their beliefs and their concerns. It is hoped that through obtaining such information, effective measures to cope with such a painstaking task can be found. With this objective in mind, the present study was conducted to find out students' attitudes, their reactions and their problems regarding teacher feedback. Combining quantitative and qualitative analyses, this study shows there is a misfit between what students receive and what they really want. Students reported that they received most feedback on vocabulary, followed by grammar, mechanics, organization and content. However, students strongly wanted teacher comments on organization, followed by content/ideas, vocabulary, mechanics and grammar. Other information concerning students' beliefs and revision strategies is also reported. Although tentative, evidence from these complementary studies may suggest some meaningful information for teachers of ESL/EFL writing.

关键词： writing instruction feedback teacher feedback error feedback students' preferences

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AN EXPLORATORY STUDY OF CONDUCTING PEER REVIEW AMONG CHINESE COLLEGE STUDENTS

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Chinese Journal of Applied Linguistics 2005年第6期28卷 43-48,127页

作者：莫俊华南京大学外国语学院

Peer review enjoys a solid theoretical foundation and has been widely used in L1 and L2 writing instructions, but remains rare in the EFL environment of China's Mainland. This study attempts to evaluate its use among Chinese students. It finds: (1) Conducting peer review to substitute for part of teacher feedback is as effective as relying completely on the teacher for feedback; (2) Most Chinese students like to get feedback from their peers and think it is useful to them; (3) Chinese students are already capable of effective peer revision, which can also stimulate self-revision.

关键词： writing instruction teacher feedback peer review

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