Volume 14 Issue 3
A Small Clean Warm Plastic: Understanding EFL1 Autobiographical Writing and Identity
In the past two decades, autobiographical writing has grown into a powerful way of informing Second Language or L2 learners’ identities, but not yet in the EFL context. Focusing on Anne, the writer of “An unforgettable event in childhood†to be quoted partially below, this case study–as guided by a postmodern framework through a multi-storied approach to narrative analysis–explores the impact of EFL autobiographical writing on identity.
Word Knowledge: Aspects, Viewpoints and Performances
This study collected learner and teacher beliefs about depth of vocabulary knowledge in L1 and L2 to see if and to what extent these aspects were taken as important, and whether there was any relationship between the ratings of these aspects in L2 and learners’ actual performance.
A Quantitative Reanalysis of Data on the Structure of L1 and L2 Language Ability in Multitrait-Multimethod Studies
To gain a better understanding of the structure of L1 and L2 language ability, we conducted an extensive literature search to collect multitrait-multimethod (MTMM) studies. We specifically examined the unitary, correlated, uncorrelated, and higher-order structures of language ability to determine which of these best fit the data across studies. We used confirmatory factor analysis to reanalyze 58 correlation or covariance matrices from 39 studies, among which we retained 17 correlation or covariance matrices from 14 studies for the main analysis.
L2 Phone-based Interaction (PBI) and Development of Communicative Competence: A Case Study of an Adult’s English Learning in EFL Context
While L2 interaction over the telephone is growing method (Hong, 2008) for L2learning in some EFL countries (e.g., Korea, Japan, China), there has been no research investigating whether and how phone-based speech communication contributes to a learner’s L2 speaking ability. The purpose of this case study is to investigate the effectiveness of phone-based L2 interaction (PBI) by examining development of an EFL learner’s L2 communicative competence and increase of the learners’ willingness to communicate (WTC).
Designing a Computer-mediated, Task-based Syllabus: A Case Study in a Taiwanese EFL Tertiary Class
This case study was conducted in response to the concerns raised above with hopes that EFL students could use English in authentic contexts but not for artificial purposes imposed by forms-focused instruction. Operationalized under the 10 methodological principles (MPs) for the task-based language teaching (TBLT) syllabus design (Doughty & Long, 2003), this case study mirrored the six key components of a TBLT design: (a) needs and means analysis, (b) syllabus design, (c) materials design, (d) methodology and pedagogy, (e) testing, and (f) evaluation.
Towards a Discerning Image of Learners’ Estimation of Task Difficulty and Motivation: Goal Orientations Highlighted
This article is based on an experimental study which focused on goal orientation as a researchable learner difference factor in order to explore the nature of interaction between second language learners and language tasks. The study aimed to examine the extent of goal orientation in language learners’ profile and how this learner difference variable affects their perception of task difficulty and motivation.
An Optimality-theoretic Account of Corrective Feedback in Process Writing
By situating error correction within the framework of Optimality Theory (henceforth OT), we show that a constraint-based approach provides us with the mechanics to revise our pedagogy in teaching writing skills. In particular, we hope to get to the level of detail to show (1) how to reset treatment priorities, and (2) which type of corrective feedback is most constructive at each stage of development.
A Comparison and Contrast of Discourse Patterns among Three Groups Essays and the Implications for Teaching English Writing in Chinese Tertiary Education.
This paper analyzes discourse patterns among three groups of English learners at the China Agricultural University by means of criteria of English writing conventions, and puts an emphasis on conducting a critical literature review of various research, theories, claims and points of view.
