This study was motivated by Truscott’s (1996, 2004) scarcely empirically tested claims that written corrective feedback (WCF) processing hinders fluency in subsequent rewriting owing to learners’ purposeful avoidance of making mistakes composing shorter texts at a higher speed. It examined the writing produced eighteen 10-11-year-old L2 English children digital environment. They were divided in...

In Chapter 1 I introduced the principles of CA methodology in relation to ordinary conversation, whereas chapter 2 introduced an institutional discourse perspective. In this chapter I apply these principles and this perspective to the institutional setting of the L2 classroom and to the organisation of turn-taking and sequence in particular. The overall argument of this chapter is that there is...

This paper offers a reflection on how academic and professional interactions can help guide best practices for constructing viable evaluation grids to assess multimodal literacy. Preparing English-language learners today's digitally culturally complex workplace environment is central concern in English as second language (L2) teaching environments. It requires meeting specific goals, such suppo...

Research on pre-task planning has revealed that planned conditions have produced more fluent and complex language than unplanned conditions. To date, most of these studies have investigated the effects of individual planning on language production while collaborative planning has received scant attention. To determine the effects of pre-task planning on second language written production, the p...