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Showing 1 to 15 of 28 results Save | Export
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Ghaith, Ghazi – TESL-EJ, 2019
This study investigates the interrelatedness the English as a foreign language demotivation factors of learning difficulties, threats to self-worth, monotonous teaching, poor student-teacher relationships, and learners' proficiency in critical reading and writing. Eighty (n =80) EFL learners participated in the study. The rationale for the study…
Descriptors: Critical Reading, Writing (Composition), English (Second Language), Second Language Learning
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Eckstein, Grant; Schramm, Wesley; Noxon, Madeline; Snyder, Jenna – TESL-EJ, 2019
Researchers have found numerous differences in the approaches raters take to the complex task of essay rating including differences when rating native (L1) and non-native (L2) English writing. Yet less is known about raters' reading practices while scoring those essays. This small-scale study uses eye-tracking technology and reflective protocols…
Descriptors: Eye Movements, Native Language, English (Second Language), Second Language Learning
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Antes, Theresa A. – TESL-EJ, 2019
Research and pedagogical materials focusing on the acquisition of the determiner/quantifier system in English frequently highlight countability as a locus of difficulty for English language learners, particularly learners whose languages do not overtly mark a count-mass distinction. The current study uses a document analysis approach to analyze…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Form Classes (Languages)
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Bauler, Clara V.; Kang, Emily; Afanador-Vega, Annabelle; Stevenson, Anita – TESL-EJ, 2019
English Language Learners (ELLs) are often deprived of using English for academic purposes in meaningful and authentic contexts when pulled out of the classroom for English Language Development services. To tackle this issue, schools have increasingly integrated ELLs in the mainstream classroom through an inclusive model of co-teaching between one…
Descriptors: Team Teaching, English Language Learners, English (Second Language), Second Language Learning
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Gilliland, Betsy; Oyama, Ai; Stacey, Pamela – TESL-EJ, 2018
MOOCs (massive open online courses) promise higher education to participants who cannot travel to or pay for face-to-face classes. In 2013, a new MOOC introduced second language (L2) learners to concepts of English language academic writing. The authors of this article participated in the course as students and kept a reflective diary, which we…
Descriptors: Online Courses, Large Group Instruction, College Students, Second Language Learning
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Paiz, Joshua M. – TESL-EJ, 2018
As the disciplinary focus on learner agency and autonomy increases, a space for online writing labs (OWLs) is reemerging. OWL services represent an opportunity for writing centers to expand their reach both on and off campus, assisting student writers where they are at and in a way that allows them to take increased agency over their compositional…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Laboratories
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Pearson, William S. – TESL-EJ, 2018
Teacher corrective feedback is widely recognised as integral in supporting developing L2 writers. The potentially high pressure IELTS test preparation classroom presents a context where feedback has not yet been extensively studied. Consequently, teachers' approaches to corrective feedback on Writing Task 2, the essay component of IELTS Writing,…
Descriptors: Error Correction, Feedback (Response), English (Second Language), Second Language Learning
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Kostka, Ilka; Maliborska, Veronika – TESL-EJ, 2016
Second language (L2) writing instructors have varying tools at their disposal for providing feedback on students' writing, including ones that enable them to provide written and audio feedback in electronic form. One tool that has been underexplored is Turnitin, a widely used software program that matches electronic text to a wide range of…
Descriptors: Computer Software, English (Second Language), Second Language Learning, Second Language Instruction
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Coomber, Matthew – TESL-EJ, 2016
Second language writers need to develop the ability to revise their writing independently of third party advice; thus, it is important that teachers devise methods by which to promote habits of self-directed revision. This quasi-experimental study investigates three classroom activities designed to encourage students to independently revise essays…
Descriptors: Writing (Composition), Revision (Written Composition), Quasiexperimental Design, College Students
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Tanaka, Makiko; Sanchez, Edward – TESL-EJ, 2016
This study investigated perceptions of a class of 20 first-year Japanese college students on peer questioning in cooperative reading activities. After the instructor gave an hour of interactive explanations of the reading, in which students were encouraged to interact actively with the instructor in interpreting the reading material, students were…
Descriptors: Foreign Countries, College Freshmen, Peer Relationship, Cooperative Learning
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Que, Hua; Li, Xuemei – TESL-EJ, 2015
This study looks into the changing voice of Chinese Post-80s' students in English academic writing. Data were collected qualitatively through interviews with four Chinese Post-80s overseas graduate students and through an examination of their English essays with a focus on discursive features. Findings indicate that Chinese Post-80s' voice is…
Descriptors: Student Attitudes, English (Second Language), Second Language Learning, Second Language Instruction
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Kuo, Jun-­min – TESL-EJ, 2015
This study explores an activity designed to promote critical literacy in Taiwan. This activity had 23 college students perform different exercises all stressing the theme of self-identity as presented in a picture book and other learning sources. Data included classroom observations, reflection entries from the researcher­-instructor, classroom…
Descriptors: Foreign Countries, Critical Literacy, Worksheets, Student Attitudes
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Nam, Miyoung; Beckett, Gulbahar H. – TESL-EJ, 2011
This study investigated five Korean ESL graduate students' access to and utilization of professional and social resources in the process of socializing into American academic writing discourse. As a pilot study for a larger scale research study, data for the present study were collected during a four-month period through interviews. Findings…
Descriptors: Graduate Students, Socialization, Writing (Composition), Second Language Learning
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Sharmini, Sharon; Kumar, Vijay – TESL-EJ, 2011
Feedback plays an intervention role in the writing process. It is through feedback that writers are guided to achieve negotiated writing goals. Feedback encourages a process of discovery and this plays a developmental role in the writing process. In this paper, we report on three case studies that sought to understand cognitive processes when…
Descriptors: Writing Processes, Intervention, Feedback (Response), Role
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Piriyasilpa, Yupaporn – TESL-EJ, 2009
Writing in English is often a problem for EFL learners in part because students may translate literally from their L1, and also because they may organise their writing by focusing on the grammatical structure at the level of clause or sentence. However, many studies argue that language is meaningful at a unit larger than a clause or sentence…
Descriptors: Language Usage, Sentences, Grammar, Language of Instruction
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