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Identifying Effective English L2 Writing Interventions: Emerging Trends and Issues in Recent Research

채수은
한국영어교육학회 (Korea Association Of Teachers Of English)|2012.12|영어교육 (English Teaching)|제67권 제4호|pp. 3-24|DOI 10.15858/engtea.67.4.201212.3

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참고문헌

키워드

interventionL2 writingeducational programEnglish language
주제분류영어와문학

초록

The current study aimed to describe overall trends in recent English second language (L2) academic writing research and to identify effective interventions. To support drawing defensible conclusions based on the literature dealing with L2writing, only recent empirical articles dealing with academic writing for English-L2college students published in peer reviewed journals were included. Fifty five English L2 writing articles met the criteria for inclusion. For the identification of effective L2 writing interventions, I discriminated if the studies provided L2 writing interventions and the relevance to L2 writing development. As a result of analyses based on themes emerging in the English L2 academic writing literature, I noted effective English L2 academic writing interventions. Those interventions were teacher feedback, self-regulatory learning, peer feedback, and technology use. The use of a variety of measures and incorporation of specificity about prompts into the studies was recommended and the developmental trajectory of L2 writers was suggested to be further studied.

Abstract

The current study aimed to describe overall trends in recent English second language (L2) academic writing research and to identify effective interventions. To support drawing defensible conclusions based on the literature dealing with L2writing, only recent empirical articles dealing with academic writing for English-L2college students published in peer reviewed journals were included. Fifty five English L2 writing articles met the criteria for inclusion. For the identification of effective L2 writing interventions, I discriminated if the studies provided L2 writing interventions and the relevance to L2 writing development. As a result of analyses based on themes emerging in the English L2 academic writing literature, I noted effective English L2 academic writing interventions. Those interventions were teacher feedback, self-regulatory learning, peer feedback, and technology use. The use of a variety of measures and incorporation of specificity about prompts into the studies was recommended and the developmental trajectory of L2 writers was suggested to be further studied.

참고문헌 (68)

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