Written Production Research Articles

Optimizing the Effectiveness of Chat GPT’s Feedback on ESL Student's Written Productions

This essay explores the integration of AI technologies, specifically ChatGPT, into ESL education to enhance the feedback process. It argues for a rubric-based framework to ensure the feedback aligns with pedagogical objectives and effectively meets student needs. The discussion includes various studies highlighting the importance of feedback in language learning and the potential of AI to offer timely, personalized feedback. By employing a systematic evaluation of ChatGPT’s responses through a well-defined rubric, educators can refine the feedback to be more supportive and effective. This approach not only optimizes AI's utility in ESL education but also promotes a deeper understanding of effective teaching and learning strategies. The essay underscores the transformative potential of AI in education, advocating for a balanced integration that enhances rather than replaces traditional educational methods.

The Effects of Cognitive Control on the Subcomponents of Language Control in Spoken and Written Productions.

The present study aimed to investigate whether and how the subcomponents of language control during spoken and written productions were modulated by cognitive control. In the current study, unbalanced Chinese-English bilinguals were recruited from a convenience sample at a university to complete the cued language naming task in spoken production and written production, which measured the local language control (as indexed by language switch costs) and the global language control (as indexed by language mixing costs and reversed language dominance effect). In addition, all the participants performed the Simon task, which measured their general inhibitory control ability by calculating the Simon effect, and performed the AX-CPT task to measure their reactive/proactive control preference by calculating their BSI score. All the data were collected using E-prime 2.0 and analyzed in R. Linear mixed-effect model analyses were conducted to reveal the similarities and differences between spoken production and written production for the first-step analysis. Then, the Simon effect and BSI scores were inserted into the mixed-effect models of the switch costs and mixing costs in spoken production and written production, respectively, to explore whether cognitive control can predict the subcomponents of bilingual control. The results showed similar symmetrical switch costs in spoken and written modalities. In contrast, there was a reversed language dominance effect (in the mixed language context) and asymmetrical mixing costs in spoken production but neither in written production. Furthermore, we found that the Simon effect significantly negatively predicted the L2 mixing costs in spoken production, whereas the BSI score significantly negatively predicted both the L1 and L2 mixing costs in written production. The findings indicated that, for unbalanced bilinguals, local language control is shared between two modalities, while global language control is modality-independent between spoken production and written production. More importantly, the findings also suggested that global language control in spoken production relies more on the individuals' general inhibitory control, while in written production, it relies more on their cognitive control strategy. Global language control in spoken and written productions separately engages specific aspects of cognitive control, which may account for different forms of processing in global language control between speaking and writing.

Etude théorique sur l'analyse des erreurs en production écrite chez les apprenants arabophones libyens

Written production is complex activity that occupies an important place in the teaching / learning of French as a foreign language. It remains one of difficulties that Arabic speakers continually encounter in the process of learning the French language. Teaching French to Arabic speakers leads to contacts between Arabic mother tongue and French as foreign language. Theses contacts generate errors that influence student's writings. In this article, we try to approach the analysis of the errors (problems and perspectives) and notion of the errors, as well as the origins of the errors.

A Longitudinal Study of the Effects of Model Texts on Efl Children's Written Production

A Longitudinal Study of the Effects of Model Texts on Efl Children's Written Production

The Effects of Early Biliteracy on Thought Organisation and Syntactic Complexity in Written Production by 11-Year-Old Children

Recent studies have emphasized the positive effects of early biliteracy on children’s linguistic and cognitive abilities. However, the extent to which one system affects the other is not totally understood (Finger & Brentano, in press). With that in mind, this paper presents the results of a study that aimed to compare the levels of syntactic complexity and thought organization in written production in Portuguese and in English. We predicted that both variables would correlate in the two languages, showing no negative effects of early biliteracy. Sixty children (M = 10.7) enrolled in 5th and 6th grades in a bilingual curriculum school in the metropolitan area of Porto Alegre, Rio Grande do Sul, Brazil, screened for proficiency, constituted the cohort of the study. The children’s home and community language is Portuguese, but they have been exposed to English at school for 10 hours a week for at least 5 years. Participants were asked to create a narrative based on a sequence of five images (Cambridge Assessment, 2018) one in English and one in Portuguese, in a counterbalanced order. The analysis of syntactic complexity involved the assessment of T-Units (Hunt, 1965) and thought organization was measured through the analysis of graph trajectories performed with the computational tool Speech Graphs (Mota et al., 2016, 2019). Preliminary results indicated a moderate positive correlation in the levels of syntactic complexity and in the attributes of thought connectivity in both languages, demonstrating that, as children advance in the development of more complex writing strategies in Portuguese, they progress in their written production in English to the same extent, confirming our initial predictions. These data reinforce the importance of teachers assessing students' written production in their two languages ​​from a bilingual perspective and from a conception that the languages ​​that make up the linguistic repertoire of the bilingual individual constitute a whole integrated system and not two independent systems that compete with each other (García, 2009).

The Writing Process and the Written Product in Bimodal Bilingual Deaf and Hard of Hearing Children

How does bimodal bilingualism—a signed and a spoken language—influence the writing process or the written product? The writing outcomes of twenty deaf and hard of hearing (DHH) children and hearing children of deaf adults (CODA) (mean 11.6 years) with similar bimodal bilingual backgrounds were analyzed. During the writing of a narrative text, a keylogging tool was used that generated detailed information about the participants’ writing process and written product. Unlike earlier studies that have repeatedly shown that monolingual hearing children outperform their DHH peers in writing, there were few differences between the groups that likely were caused by their various hearing backgrounds, such as in their lexical density. Signing knowledge was negatively correlated with writing flow and pauses before words, and positively correlated with deleted characters, but these did not affect the written product negatively. Instead, they used different processes to reach similar texts. This study emphasizes the importance of including and comparing participants with similar language experience backgrounds. It may be deceptive to compare bilingual DHH children with hearing children with other language backgrounds, risking showing language differences. This should always be controlled for through including true control groups with similar language experience as the examined groups.

The Effects of Verb Bias in the Written Production of English Sentences by L2 Learners

The Effects of Verb Bias in the Written Production of English Sentences by L2 Learners

Identification of student’s initial representations for accompanying use : Exploratory factor analysis

his study is conducted among students in training. Its objective is to analyse, through factorial exploration, students' perceptions of their levels of appropriation of academic competencies and their support needs. To this effect, an exploratory factorial analysis is carried out using data from asurvey composedof 12 dimensions and 62 statements. The latter measures 11 oral skills, 09 written skills, 08 practical skills and 12 parameters for asserting support needs. The factorial exploration determined 10 latent variables or factors. This was based on a sample of 147 participants F (n=53;36.1%) M (n=94;63.9%). The factor structure was examined under SPSS 21 using a maximum likelihood extraction method with Varimax axis rotation assuming moderate inter-factor correlations (Elliot and McGregor, 2001).Our results showed from this analysis the extraction of 10 factors explaining 74.38% of the total variance in the data on competencies required during training, as follows :Written Production (WP).This factor (relating to written competence) explained 6.52% of the variance. The analysis expresses a discrepancy of the items by (-.746 and .512). Participants tend to be less appropriate for compliance with instructions when they are able to organise themselves alone during investigative work or document exploration. Oral and Written Communication (OWC).This factor (relevant to oral competence) emerges with a 6.97% variance ratio and also included 2 items (Speaking in front of the audience, communicating ideas in writing to the teacher). The analysis expresses a variance indicated respectively by (.730 and -.711). The student's mastery of the oral situation does not therefore ensure the student's control of written expression or oral exchanges in a duel (student-teacher).Intensity of Effort and Artistic Expression (IEA).This factor (relating to physicalcompetence) accounted for 9.27% of the variance. The analysis expresses a discrepancy between the items. It is indicated respectively by (-.747 and .645). As a result, the ability to express intense effort is not at all favourable for artistic expression.As a result, intense physical effort is not compatible with grace and artistic expression. It has been found that the prior disparities between students (type of baccalaureate...) reveal pedagogical workcamps to be established later on during the readjustments of the different courses of study. According to these results, not all the participants have the same constraints or expectations in the curriculum of this training course.The declaratives representations on the appropriation of the competences identified, grouped and analysed, affirm that the so-called "university" or less professionally oriented courses are generally considered to be of little interest according to the conclusions of the participants Mean 2.54 ± sd .86, i.e. 45% n=67 of the interviewees. The assertions expressed in the results give rise to a measure of action, which is that of reviewing the theoretical side of the training, making it adequate and up to date in the movement of university changes and more precisely in the sciences and techniques of physical and sports activities (STAPS).

For a Real Generic and Textual Competence in Written Production Among Secondary School Students in Algeria. What Relationship to Writing?

For a Real Generic and Textual Competence in Written Production Among Secondary School Students in Algeria. What Relationship to Writing?

Factorial exploration of the appropriation of academicscompetenciesand the accompanying needs of future teachers

This study is conducted among students in training. Its objective is to analyse, through factorial exploration, students' perceptions of their levels of appropriation of academic competencies and their support needs. To this effect, an exploratory factorial analysis is carried out using data from asurvey composedof 12 dimensions and 62 statements. The latter measures 11 oral skills, 09 written skills, 08 practical skills and 12 parameters for asserting support needs. The factorial exploration determined 10 latent variables or factors. This was based on a sample of 147 participants F (n=53;36.1%) M (n=94;63.9%). The factor structure was examined under SPSS 21 using a maximum likelihood extraction method with Varimax axis rotation assuming moderate inter-factor correlations (Elliot and McGregor, 2001).Our results showed from this analysis the extraction of 10 factors explaining 74.38% of the total variance in the data on competencies required during training, as follows :Written Production (WP).This factor (relating to written competence) explained 6.52% of the variance. The analysis expresses a discrepancy of the items by (-.746 and .512). Participants tend to be less appropriate for compliance with instructions when they are able to organise themselves alone during investigative work or document exploration. Oral and Written Communication (OWC).This factor (relevant to oral competence) emerges with a 6.97% variance ratio and also included 2 items (Speaking in front of the audience, communicating ideas in writing to the teacher). The analysis expresses a variance indicated respectively by (.730 and -.711). The student's mastery of the oral situation does not therefore ensure the student's control of written expression or oral exchanges in a duel (student-teacher).Intensity of Effort and Artistic Expression (IEA).This factor (relating to physicalcompetence) accounted for 9.27% of the variance. The analysis expresses a discrepancy between the items. It is indicated respectively by (-.747 and .645). As a result, the ability to express intense effort is not at all favourable for artistic expression.As a result, intense physical effort is not compatible with grace and artistic expression. It has been found that the prior disparities between students (type of baccalaureate...) reveal pedagogical workcamps to be established later on during the readjustments of the different courses of study. According to these results, not all the participants have the same constraints or expectations in the curriculum of this training course.The declaratives representations on the appropriation of the competences identified, grouped and analysed, affirm that the so-called "university" or less professionally oriented courses are generally considered to be of little interest according to the conclusions of the participants Mean 2.54 ± sd .86, i.e. 45% n=67 of the interviewees. The assertions expressed in the results give rise to a measure of action, which is that of reviewing the theoretical side of the training, making it adequate and up to date in the movement of university changes and more precisely in the sciences and techniques of physical and sports activities (STAPS).

L2 Written Production by Japanese Learners of English

This paper presents part of the results of a learner corpus study of English spoken and written performances by Japanese native speakers. For the current study, the written data from 80 participants were used. Their English written production was examined based on Processability Theory (PT; Pienemann, 1998, 2005; Bettoni & Di Biase, 2015) as well as on the Common European Framework of Reference for Languages (CEFR; Council of Europe, 2001). Results demonstrated that there was an implicational pattern in the acquisition of English L2 grammar by the Japanese learners as predicted in PT. It was also shown that there was a linear connection between second language (L2) development as found in PT analysis and L2 proficiency levels as measured by the CEFR rating, while a statistically significant difference was not found.

The Effects of Referential Questions in Pre-writing Activities on Students’ In-class Participation and Written Production

Types of teacher questions play a crucial role in students’ foreign language development. Among teacher questions, referential questions asked to enable students to provide data not known by the teacher, express their views and exchange personal information and ideas are particularly important as they can affect students’ in-class participation and language production. Writing is a complex production process and pre-writing activities are defined to be an essential step to improve writing performance. In these activities, referential questions may act as effective means to encourage students’ in-class participation and written production. However, referential questions in pre-writing activities in English language teaching have not yet been investigated. This study aims to investigate the forms and functions of referential questions in pre-writing activities and teacher and student views about their effects on students’ in-class participation and written production. 63 English language learners and their writing instructor participated in the study. The data were collected by classroom observations and teacher and student interviews and analysed via conversation and thematic analysis. The findings showed that referential questions were used in a variety of forms and had productive, communicative, pedagogical and motivational functions. The teacher and students emphasized that referential questions had substantial impacts on in-class participation and written production. They were reported to attract students’ attention, enhance their motivation to speak, promote oral participation and lead to complex responses. Also referential questions were stated to provide guidance for the production of written outputs generated with the help of collaboratively constructed content in the classroom.

Language-Driven CLIL: Developing Written Production at the Secondary School Level

This research study analyzes the effect the implementation of language-driven CLIL has on senior learners from Manuel J. Calle High School in Cuenca, Ecuador in relation to the development of written production in terms of Syntax, Content, Communicative Achievement, Organization, and Language compared to a non-language-driven CLIL classroom. There were 40 participants in the experimental group, and 38 participants in the control group. Learners from the experimental group received a condensed 35-hour intervention using CLIL. This study features an exploratory, mixed-method, and quasi-experimental research design. To collect qualitative data, an open-ended questionnaire was administered to explore the subjects learners preferred to study in a language-driven CLIL classroom. To collect quantitative data, a Pre and Post-Test based on the writing section of Cambridge Objective Primary English Test was administered. The data was analyzed through the Independent T-Test and Paired-T-Test to determine if there was a statistically significant difference present between the language-driven CLIL classroom and the non-language-driven CLIL classroom. The data was calculated through the Statistical Package for Social Sciences (SPSS). A survey was administered to collect data on learners’ perceptions about CLIL and then analyzed statistically. Results indicated that learners preferred to study History, Biology, and Spanish Language and Literature. Results also demonstrated that the experimental group also demonstrated improvement in all the examined parameters when compared to the control group. However, when results from both groups are compared, there is only a statistical improvement in Organization and Syntax.

Lexical Errors in EFL Students’ Written Production


 
 
 This research describes and analyzes common vocabulary errors found in the written production of English as a Foreign Language (EFL) students. Based on the lexical errors identified, the analysis of the data was carried out by adapting James’ lexical error taxonomy and included the written production of 56 students from the Universidad Nacional (Costa Rica). It can be concluded that the participants had more lexical errors in semantics and less at the level of discourse. Recommendations on teaching methodologies to correct lexical errors related issues are included.
 
 

A PRODUÇÃO ESCRITA A PARTIR DO GÊNERO DISCURSIVO NOTÍCIA POR MEIO DE SEQUÊNCIA DIDÁTICA.

Neste artigo apresentamos o resultado de uma prática pedagógica com o gênero discursivo notícia por meio de sequência didática. A pesquisa foi desenvolvida durante o Mestrado do PROFLETRAS. A pesquisa teve como fundamentação teórica, a concepção de gênero discursivo de Bakhtin e aplicação da sequência didática. Esta investigação de caráter aplicado e intervencionista propôs o desenvolvimento de atividades que contribuíram para a produção e a reescrita, considerando o contexto situacional e sua característica linguística - discursiva. Após a intervenção, verificamos que os alunos participantes apresentaram um avanço significativo.

Investigating the Effect of Social Media on EFL Students’ Written Production: Case of Third-Year EFL Students at Tlemcen University, Algeria

The combination between technology and education has given birth to a new form of assessment called: e-assessment. The latter assesses learners using different digital means one of which are social media. The present study investigated the impact of social media, as being one aspect of e-assessment tools, on EFL students’ written production. It tried to highlight the nature of this impact, enquired about the reasons behind their writing difficulties, and explored whether these errors were caused by social media or not. This research work relied on a case study that consisted of 31 third-year undergraduates and 22 English teachers at the department of English at Tlemcen University, Algeria. The data were gathered through the use of two questionnaires administered to both learners and instructors plus two writing tasks, one assigned on social media and the other in the classroom. Data were analysed quantitatively and qualitatively through error analysis. After identifying the different errors produced by the students, the findings revealed that a relationship existed between learners’ use of social media and their writing issues. Their intensive use of social media led to a significant decrease in the writing level of the learners who have developed a new form of writing that includes linguistic habits which reflect the informalities often found on a social media environment, and do not necessarily follow the norms and rigours of the English language. They have become unable to distinguish between the formal and informal context to the point that certain linguistic aspects have become fossilized.

Effects of Collaborative Tasks on EFL Learners’ Written Production

Effects of Collaborative Tasks on EFL Learners’ Written Production

Investigating the Effect of Wiki-Based Corrective Feedback on Accuracy of L2 Learners’ Written Production

Providing feedback to and correcting errors of learners’ language performance is important in both first (L1) and second language (L2) teaching and learning process. A number of studies have examined the effectiveness of different types of corrective-feedback (CF) on L2 learners’ writing and results showed positive effects [1-3]. However, little has examined the effects of CF on L2 writing via wiki [4-5]. Therefore, the current study aims to provide further insights into the effects of implicit CF on L2 learners’ writing through wiki. Nineteen <i> (n=19)</i> undergraduate L2 learners doing English at University Malaysia Pahang were enrolled in the study. During the pretest session, the learners were required to write an essay on Communication Skills at Workplace for approximately one hour. Next, implicit CF was provided to the essays, and a week later during the posttest session, the learners revised their essays based on the feedback given. Results indicated that wiki-based implicit CF helped L2 learners to improve the accuracy of their written productions as evident in total number of error per T-unit (E/T-unit) and total number of error per clauses (E/C). The findings of the study would have great impact and would help the L2 professors and students teaching and learning the L2.

Investigating the Effect of Social Media on EFL Students’ Written Production: Case of Third-Year EFL Students at Tlemcen University, Algeria

The combination between technology and education has given birth to a new form of assessment called: e-assessment. The latter assesses learners using different digital means one of which are social media. The present study investigated the impact of social media, as being one aspect of e-assessment tools, on EFL students’ written production. It tried to highlight the nature of this impact, enquired about the reasons behind their writing difficulties, and explored whether these errors were caused by social media or not. This research work relied on a case study that consisted of 31 third-year undergraduates and 22 English teachers at the department of English at Tlemcen University, Algeria. The data were gathered through the use of two questionnaires administered to both learners and instructors plus two writing tasks, one assigned on social media and the other in the classroom. Data were analysed quantitatively and qualitatively through error analysis. After identifying the different errors produced by the students, the findings revealed that a relationship existed between learners’ use of social media and their writing issues. Their intensive use of social media led to a significant decrease in the writing level of the learners who have developed a new form of writing that includes linguistic habits which reflect the informalities often found on a social media environment, and do not necessarily follow the norms and rigours of the English language. They have become unable to distinguish between the formal and informal context to the point that certain linguistic aspects have become fossilized.

The Written Production of Spanish CLIL and EFL Students: Proficiency Levels and Error Analysis

The Written Production of Spanish CLIL and EFL Students: Proficiency Levels and Error Analysis