The present study investigates EFL students' perceptions of power differentials and their negotiation strategies when communicating with native English-speaking students via emails. The study involved 28 Taiwanese and American undergraduates who participated in a semester-long cross-national email writing activity. Findings show that students in…

In studies of L2 writing, much more attention has been paid to the needs of students learning to write than to teachers learning to teach. In EFL contexts, while much research is geared towards helping learners cope with the challenges of writing in a foreign language, studies on EFL writing teacher education are few and far between. We have…

Although the role of social interaction through conversational activities is well established in the L2 writing classroom in relation to idea development, understanding rhetorical modes, the creation of a sense of audience, as well as the promotion of feedback, relatively little attention has been given to the actual discourse of teachers and…

Studies of Anglo-American writing pedagogies in EFL contexts have largely focused on local teachers' agency and innovativeness, but have neglected students' active role in localizing these pedagogical imports. Employing a teacher-research method, I examine my students' negotiations with a sequenced writing approach [Leki, I. (1992)] that I used in…

Much of L2 teacher feedback research is conducted with advanced students in process-oriented classrooms in the United States. There is less published research about how school teachers in EFL contexts respond to student writing. Specifically little is known about why teachers respond to writing in the ways they do, and if discrepancies exist…

Using a case study approach, we explored the role of the teacher-student relationship in how a teacher made written comments on students' writing and in how students responded to these comments in revision. The focal participants were one non-native teacher of English and two of the students enrolled in her six-week composition course in a Korean…

This study investigates the reactions of students in two Hong Kong secondary classrooms to their teachers' feedback, focusing particularly on the factors that might have influenced their reactions. Student data from questionnaires, checklists and protocols were triangulated with teacher data from interviews, classroom observations and feedback…

A study compared the influences of rhetorical and sentence-level features on holistic essay scores assigned by raters who are experienced writing instructors but not trained in English-as-a-Second-Language (ESL) instruction. In scoring six university-level essays, these raters placed emphasis on ESL sentence-level errors far more than on essays'…

A comparison of three popular computer programs for text analysis examined their effectiveness in analyzing texts written by students of English as a Second Language (ESL). Results indicate occasional incorrect advice and emphasis on relatively trivial issues, raising doubts about their effectiveness as a stand-alone revision aid for ESL writers.…

A study investigated the relationship between university students' individual writing process skill and product quality in Japanese and either English or Chinese. Results show no clear relationship between process and product but show similarity in writing process across languages and correlation between general Japanese language skill and written…

Three widely accepted assumptions about literacy education are discussed: (1) literacy is a social practice; (2) there exists a plurality of literacies; and (3) literacy educators must address issues of power. Implications for defining second-language composition ideology, research, and pedagogy are examined. (54 references) (Author/MSE)

In a response to an article on second-language (L2) composition instruction, it is argued that the disciplines of first-language (L1) and L2 writing instruction are different, the students come with different backgrounds, the teachers are products of disparate disciplines, and each can and should learn from the other. (25 references) (MSE)

The author of an article on the relationship between first-language (L1) and English-as-a-Second-Language (ESL) writing instruction comments on a response to that article. Focus is on the integration of L1 and ESL instruction at the university level and on the conditions under which college writing teachers work. (MSE)

The bibliography provides 19 annotated citations of research reports, journal articles, and dissertations concerning second-language writing instruction that have become available April 1-July 31, 1992. Topics include knowledge transfer and loss across languages, rhetoric, translation vs. direct composition, revision processes and patterns,…