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Relevant bibliographies by topics / English as a second language (ESL) writing instruction

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Academic literature on the topic 'English as a second language (ESL) writing instruction'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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Dissertations / Theses on the topic "English as a second language (ESL) writing instruction"

1

Jones, Monica Loose. "Adult ESL literacy : relating theory to practice in the instruction of Mexican immigrants to southern California." Thesis, University College London (University of London), 1995. http://discovery.ucl.ac.uk/10021956/.

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While much is written about the need for literacy and particularly functional literacy, the terms are rarely clearly defined from a linguistic perspective. This dissertation develops a concept of literacy consisting of graphological literacy, functional literacy, and the literacy of thoughtfulness. These three aspects are considered with reference to the US adult educational mandates of Americanization and empowerment. Theory is related to practice through the development of educational objectives for English as a Second Language (ESL) instruction with reference to the literacy neetiq (particu

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2

Lukkarila, Lauren. "Theory to Practice, Practice to Theory: Developing a Critical and Feminist Pedagogy for an English as a Second Language Academic Writing Classroom." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/alesl_diss/22.

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Although many aspects of English as a second language (ESL) academic writing instruction have been well researched, Leki, Cumming, and Silva (2008) note that, "There have been surprisingly few research-based descriptions of L2 writing classroom instruction" (p. 80). Although research related to the use of critical and feminist pedagogy in ESL is increasing, Kumaradivelu (2006) notices that it is still not clear how the critical awakening “…has actually changed the practice of everyday teaching and teacher preparation” (p. 76). The purpose of this study was to provide an individual response to

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3

Hartshorn, K. James. "The Effects of Manageable Corrective Feedback on ESL Writing Accuracy." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1522.

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The purpose of this study was to test the effect of one approach to writing pedagogy on second-language (L2) writing accuracy. This study used two groups of L2 writers who were learning English as a second language: a control group (n = 19) who were taught with traditional process writing methods and a treatment group (n = 28) who were taught with an innovative approach to L2 writing pedagogy. The methodology for the treatment group was designed to improve L2 writing accuracy by raising the linguistic awareness of the learners through error correction. Central to the instructional methodology

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4

Koo, Kyosung. "Effects of using corpora and online reference tools on foreign language writing: a study of Korean learners of English as a second language." Diss., University of Iowa, 2006. https://ir.uiowa.edu/etd/65.

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The general aim of this study is to better understand aspects of using reference tools for writing and to identify technologies that can assist foreign language writers. The specific purpose of this study is to look closely at how English as a Second Language (ESL) students from Korea use a corpus as a reference tool in conjunction with dictionaries when paraphrasing English newspaper articles. The participants were Korean graduate students with advanced English proficiency (N=10). Their task was to paraphrase an English newspaper article. The results show that

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5

Stefano, Ivan. "Instructor Views about the Use of Technology in Teaching ESL Writing at the University Level." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1357251066.

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6

Joo, Hyun Jung. "Teacher Change in Argumentative Writing Instruction in a High-School ESL Classroom: A Longitudinal Study." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1546193831535107.

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7

McCollum, Robb Mark. "Writing from Sources and Learners of English for Academic Purposes: Insights from the Perspectives of the Applied Linguistics Researcher, the Program Coordinator, and the Classroom Teacher." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2829.

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This dissertation investigates the challenges faced by learners of English for academic purposes (EAP) when required to complete writing assignments that use source texts. In order to address this problem, I explore the issue from the perspectives of applied linguistic researchers, writing program administrators, and classroom composition instructors. These three perspectives are highlighted in distinct articles that build on one another to create a more complete understanding of the challenges that EAP students face when writing from sources. The first article contains a literature review of

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8

Tang, Guimin. "Contextualization: an Experimental Model for EFL Writing Instruction in China." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3487.

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Chinese students learning English as a foreign language seem to get good marks in tests, but are poor or limited in their ability to write in English. This dilemma of China's EFL writing instruction seems to be related to the decontextualized EFL writing practices. This study aims to examine how Chinese EFL college students respond to changes in their writing instruction that pays attention to the context of EFL teaching and learning. In this study, context refers to three levels: linguistic context, situational context and cultural context. Using the mixed methods approach, I conducted the st

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9

Sprague, Adam. "Analyzing the Feedback Preferences and Learning Styles of Second-Language Students in ESOL Writing Courses at Bowling Green State University." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1489519863691965.

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10

Valleroy, Rachel. "ESL Writing Across the Curriculum." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1333599999.

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