Focus and Interaction in Writing Conferences for EFL Writers
Bibliographic Data
| ID | 16911447 |
|---|---|
| Authors | Luxin Yang (0000-0002-2961-9937, Beijing Foreign Studies University, corresponding author) |
| Year | 2022 |
| Volume | 12 |
| Issue | 1 |
| Publication date | 2022-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440211058200 |
| OpenAlex | W4211088682 |
| Language | EN |
| Citations received | 3 |
| References cited | 26 |
It is widely recognized that writing conferences benefit second or foreign language writers for the immediacy and the potential to address their needs and provide tailored and individualized support. However, limited attention has been given to the foci and interaction between teacher and student in writing conferences longitudinally. To address this need, this study examined writing conferences between five university English-as-a-foreign-language (EFL) students and their instructor in an argumentative writing course over one semester in a key Chinese university. Multiple sources of data were collected, including conferences, students’ essay drafts and written reflections, and interviews with the students and the instructor. Data analyses show that the conferences covered a large variety of topics such as varied aspects about argumentative writing, learning habits, and expectations about the course, which were related to English proficiency and English writing ability of each student. Second, the instructor took different approaches to communicate with each student in writing conferences considering their difficulties and needs. Finally, the conferences contribute to a deliberative process critical to the process of learning to write argumentation. The students found conversations with the instructor helpful in their subsequent revisions whereas the instructor gained a better understanding of students’ difficulties in writing. This study suggests that more research is needed to examine the role of conferences in EFL writing instruction. This study supports that conferences, as an important aid, will facilitate EFL students in the process of learning to write in English in addition to teacher written feedback and peer review
Academic writing · Argumentation theory · Argumentative · Immediacy · Linguistics · Mathematics education · Pedagogy · Professional writing · Second language · Second language writing · Writing process · Computer Science · Educational and Psychological Assessments · EFL/ESL Teaching and Learning · Psychology · Student Assessment and Feedback
Sociocultural Theory and the Pedagogical Imperative in L2 Education
Negative Feedback as Regulation and Second Language Learning in the Zone of Proximal Development
Learning as Changing Participation
The effect of different types of corrective feedback on ESL student writing
The Joint Construction of Meaning in Writing Conferences
Investigating L2 writing through tutor-tutee interactions and revisions
Teachers' Choice and Learners' Preference of Corrective Feedback Types
Writing Conferences and the Weaving of Multi-Voiced Texts in College Composition
Teaching ESL Composition
Responding to Student Writing
Student Input and Negotiation of Meaning in ESL Writing Conferences
When Are They Going to Say “It” Right? Understanding Learner Talk During Pair‐Work Activity
Qualitative inquiry and research design
Qualitative Data Analysis
| Citations per year | 1.5 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |