Dana Ferris
Biographic Data
| ID | 5997723 |
|---|---|
| NAME | Dana Ferris |
| GIVEN NAMES | Dana |
| FAMILY NAME | Ferris |
| SIGNATURE | FERRIS D |
| AFFILIATIONS | University of California, Davis |
| VERIFIED | No |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 65 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 4 |
Revision from Multiple Feedback Sources
Preview this article: Revision from Multiple Feedback Sources: The Attitudes and Behaviors of Three Multilingual Student Writers, Page 1 of 1 /docserver/preview/fulltext/rte/54/2/researchintheteachingofenglish30624-1.gif
Comparing L1 and L2 Texts and Writers in First‐Year Composition
Scholars have at various points discussed the needs of second language (L2) writers enrolled in “mainstream” composition courses where they are mixed with native (L1) English speakers. Other researchers have investigated the experiences of L2 writers in mainstream classes and the perceptions of their instructors about their abilities and needs. Little research, however, has directly compared L1 and L2 students (mostly Generation 1.5) taking compo…
Self-Directed Language Development
Students in first-year composition (FYC) courses are expected to control the mechanics, vocabulary, style, and grammatical accuracy of their writing. Yet language development support, particularly that of grammar instruction in US FYC courses, has largely disappeared in recent decades, due in part to suppositions that students implicitly know grammar. This assumption is problematic given the increasing number of multilingual writers enrolling in …
Written corrective feedback in L2 writing
Written corrective feedback (CF) has been the most heavily researched topic in second language (L2) writing over the past 20 years. As a recent research timeline article in this journal (Ferris 2012; see also Bitchener & Ferris 2012) shows, studies of error correction in student writing have crossed disciplines (composition and rhetoric, foreign language studies, applied linguistics) and have utilized a range of research paradigms, including desc…
Responding to L2 Students in College Writing Classes
Response to student writing has been a research concern for composition specialists for the past several decades. However, most research to date has utilized student opinions or researcher judgments about teacher feedback, with researchers rarely consulting teachers themselves as informants. Also, first language (L1) and second language (L2) response research has been completed and disseminated in separate arenas, with little consideration given …
Teaching ESL Composition
Error feedback in L2 writing classes
Students' Views of Academic Aural/Oral Skills
In this study, 768 ESL students at three different tertiary institutions—a community college, a teaching-oriented university, and a research-oriented university—responded to a survey (adapted from Ferris & Tagg, 1996a, 1996b) about their college instructors' requirements regarding listening and speaking skills, their own difficulties in meeting those requirements, and the relative importance of seven selected academic aural/oral skills or tasks. …
Academic Oral Communication Needs of EAP Learners
One of the most vital steps in needs analysis for English for academic purposes (EAP) is to describe the expectations and requirements of instructors at a variety of institutions and across a range of contexts. Though much work has been done in identifying academic literacy tasks, little attention has been thus far paid to describing the listening and speaking tasks required by instructors in academic settings. To examine and describe these expec…
Academic Listening/Speaking Tasks for ESL Students
Survey research on academic skills that ESL students need to function effectively at English-speaking universities has, for the most part, focused extensively on reading and writing skills. Complementary research on subject-matter instructors' perceptions of linguistic/ academic problems of ESL students has similarly emphasized literacy tasks. The present study therefore investigates college/university professors' views on ESL students' difficult…
Error feedback in L2 writing classes
Responding to L2 Students in College Writing Classes
Response to student writing has been a research concern for composition specialists for the past several decades. However, most research to date has utilized student opinions or researcher judgments about teacher feedback, with researchers rarely consulting teachers themselves as informants. Also, first language (L1) and second language (L2) response research has been completed and disseminated in separate arenas, with little consideration given …
Academic Listening/Speaking Tasks for ESL Students
Survey research on academic skills that ESL students need to function effectively at English-speaking universities has, for the most part, focused extensively on reading and writing skills. Complementary research on subject-matter instructors' perceptions of linguistic/ academic problems of ESL students has similarly emphasized literacy tasks. The present study therefore investigates college/university professors' views on ESL students' difficult…
Students' Views of Academic Aural/Oral Skills
In this study, 768 ESL students at three different tertiary institutions—a community college, a teaching-oriented university, and a research-oriented university—responded to a survey (adapted from Ferris & Tagg, 1996a, 1996b) about their college instructors' requirements regarding listening and speaking skills, their own difficulties in meeting those requirements, and the relative importance of seven selected academic aural/oral skills or tasks. …
Academic Oral Communication Needs of EAP Learners
One of the most vital steps in needs analysis for English for academic purposes (EAP) is to describe the expectations and requirements of instructors at a variety of institutions and across a range of contexts. Though much work has been done in identifying academic literacy tasks, little attention has been thus far paid to describing the listening and speaking tasks required by instructors in academic settings. To examine and describe these expec…
Academic Oral Communication Needs of EAP Learners
One of the most vital steps in needs analysis for English for academic purposes (EAP) is to describe the expectations and requirements of instructors at a variety of institutions and across a range of contexts. Though much work has been done in identifying academic literacy tasks, little attention has been thus far paid to describing the listening and speaking tasks required by instructors in academic settings. To examine and describe these expec…
Academic Listening/Speaking Tasks for ESL Students
Survey research on academic skills that ESL students need to function effectively at English-speaking universities has, for the most part, focused extensively on reading and writing skills. Complementary research on subject-matter instructors' perceptions of linguistic/ academic problems of ESL students has similarly emphasized literacy tasks. The present study therefore investigates college/university professors' views on ESL students' difficult…
Students' Views of Academic Aural/Oral Skills
In this study, 768 ESL students at three different tertiary institutions—a community college, a teaching-oriented university, and a research-oriented university—responded to a survey (adapted from Ferris & Tagg, 1996a, 1996b) about their college instructors' requirements regarding listening and speaking skills, their own difficulties in meeting those requirements, and the relative importance of seven selected academic aural/oral skills or tasks. …
Teaching ESL Composition
Error feedback in L2 writing classes
Responding to L2 Students in College Writing Classes
Response to student writing has been a research concern for composition specialists for the past several decades. However, most research to date has utilized student opinions or researcher judgments about teacher feedback, with researchers rarely consulting teachers themselves as informants. Also, first language (L1) and second language (L2) response research has been completed and disseminated in separate arenas, with little consideration given …
Written corrective feedback in L2 writing
Written corrective feedback (CF) has been the most heavily researched topic in second language (L2) writing over the past 20 years. As a recent research timeline article in this journal (Ferris 2012; see also Bitchener & Ferris 2012) shows, studies of error correction in student writing have crossed disciplines (composition and rhetoric, foreign language studies, applied linguistics) and have utilized a range of research paradigms, including desc…
Self-Directed Language Development
Students in first-year composition (FYC) courses are expected to control the mechanics, vocabulary, style, and grammatical accuracy of their writing. Yet language development support, particularly that of grammar instruction in US FYC courses, has largely disappeared in recent decades, due in part to suppositions that students implicitly know grammar. This assumption is problematic given the increasing number of multilingual writers enrolling in …
Comparing L1 and L2 Texts and Writers in First‐Year Composition
Scholars have at various points discussed the needs of second language (L2) writers enrolled in “mainstream” composition courses where they are mixed with native (L1) English speakers. Other researchers have investigated the experiences of L2 writers in mainstream classes and the perceptions of their instructors about their abilities and needs. Little research, however, has directly compared L1 and L2 students (mostly Generation 1.5) taking compo…
Revision from Multiple Feedback Sources
Preview this article: Revision from Multiple Feedback Sources: The Attitudes and Behaviors of Three Multilingual Student Writers, Page 1 of 1 /docserver/preview/fulltext/rte/54/2/researchintheteachingofenglish30624-1.gif
Discourse Analysis in Language Studies (9 works) · EFL/ESL Teaching and Learning (9 works) · Mathematics education (9 works) · Psychology (9 works) · Linguistics (8 works) · Computer Science (7 works) · Pedagogy (7 works) · Philosophy (4 works) · Composition (language) (3 works) · Second language (3 works)