Reading Time: 6 minutesLanguage Learning Social Network Sites (LLSNS) combine tutorial software and opportunities to interact with others in order to improve one’s foreign language competence. However, details on how learners use these platforms and what they learn from them are rarely found in the research literature. This survey study by Chin-Hsi, Warschauer and Blake (2016) investigated learners’ attitudes towards, usage of, and progress made on Livemocha, a popular LLSNS. The results show the potential of these sites for language learning, but also some key questions that need to be answered before LLSNS-use can bring about real success.
Reading Time: 5 minutesThis paper explores students attempts at Grammatical Metaphor through the use of nominalization. Student errors with nominalization are identified to create a framework of the intermediary stages students pass through as their writing develops.
Reading Time: 4 minutesBenefitting from 20 years of development in the fields of L2 writing and Writing Program Administration (WPA), Tardy and Whittig provide a timely update to Silva’s ethical imperative that moves beyond mere classroom concerns to how L2 writers are positioned by dominant discourses in the institution and how L2 writing specialists must be prepared to serve as an advocate for these students.
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.