Writing has been identified as a challenge for students with reading difficulties. This study contributes to previous research by exploring argumentative writing in L1 (Swedish) and L2 (English) group of difficulties upper secondary school. Participants were 19 typical reading, poor decoding, 9 comprehension. A majority attended vocational programmes. Written text quality was assessed using an ...

The researchers in this study aimed to demonstrate how impossible it could be for a language teacher to take fixed, systematic routes of action in recent Action Research designs.  This was instantiated in an L2 (here, English) 'essay writing' course among some Persian speaker university students majoring in Hygiene Sciences (Family and Environment). Evidences regarding individualistic progress ...

We present a meta-analysis of cross-linguistic transfer of oral language (vocabulary and listening comprehension), phonology (decoding and phonological awareness) and reading comprehension. Our findings show a small meta-correlation between first (L1) and second (L2) oral language and a moderate to large correlation between L1 and L2 phonological awareness and decoding. This is interpreted in t...

A Qualitative Evaluation of the Impact Online Visually-Based L2 Acquisition on College Students’ Risk-Taking, Motivation, and Anxiety

Recent second language (L2) writing research informed by task-based theories of acquisition has enthusiastically adopted task complexity frameworks to describe the specific cognitive demands a given and effect those on written L2 production. However, missing from many studies effects production is discussion genre as potential source complexity. This paper examines resource-dispersing form that...

It is unknown whether and to what extent cognitive individual differences may play different roles in paper versus computer-based second language (L2) writing. This exploratory study a first attempt explore this issue, focusing on the effects of working memory aptitude quality L2 writing performance. Forty-two Spanish learners English performed problem-solving task either digitally or paper, to...

Although L2 writing has attracted salient attention and monopolized many studies in EFL contexts, there is still no full image of its complicated nature.  Trying to play a supplementary role in achieving that image, this study aimed at finding whether Persian and English argumentative and descriptive academic writings were inter/intra-lingually associated and if genre played a role in p...

For teacher educators, genre-based pedagogies offer a valuable resource for assisting both preand inservice writing instructors to assist their students to produce effective and relevant texts. Instead of focusing on the process of composition, the content of texts, or the abstract prescriptions of disembodied grammars, genre pedagogies enable teachers to ground their courses in the texts that ...

This paper provides descriptive data that reflect the locations where L1-L2 translation and L2-L1 translation occur. Seven English majors, juniors, were instructed and trained to produce their written texts in English and to “think aloud” at the same time. The thinking-aloud protocol was transcribed and analyzed and categorized into different sets. This paper only focuses on the part of L1-L2 a...

Using the World Wide Web (hereinafter the ‘Web’) has become an increasingly viable way to source information in academic writing. However, the Web is a fundamentally different type of resource from conventional sources such as books and journals. This paper argues that there is a need among learners for a heightened critical awareness of web-source nuances. Specifically, although the Web contai...