Reading Time: 4 minutesThis entry looks at a classic piece from the early years of the field of L2 writing that is still shockingly relevant in today’s higher education environment of increasing international student enrollment targets. Specifically, it discusses the ethical treatment of L2 writers and writing at Western universities. TL;DR: Go read Silva (1997)!
Reading Time: 5 minutesDi Zou (The Education University of Hong Kong) investigates the effectiveness of three different vocabulary tasks and comes up with interesting conclusions. But things may not be as straightforward as they seem.
Reading Time: 4 minutesThis post extends the work about Automatic Writing Evaluation software (AWEs) by providing concrete recommendations, especially about usability, that may be useful to L2 writing specialists.
Reading Time: 5 minutesCavaleri and Dianati’s (2016) article discussed how students at their institution reacted to using Grammarly to support their writing.
Reading Time: 4 minutesLast week, I wrote about the ambiguity of research on written corrective feedback (WCF), with some scholars arguing it works…
Reading Time: 4 minutesThis article is Part I in a two-part series on error correction. It looks at the lack of evidence that proves written corrective feedback’s effectiveness and why that may be so.
Reading Time: 4 minutesThis article reports on a corpus-based study of the discourse of university lectures, which aimed to identify linguistic patterns that could help EAP / L2 students with note-taking. It finds some ‘standard’ formulaic expressions, as well as other discourse markers used by lecturers to highlight key terms or concepts.