Technology in Second Language Writing

Advances in Composing, Translation, Writing Pedagogy and Data-Driven Learning
1. Auflage 2022
ISBN: 978-1-032-24580-5
Verlag: Taylor & Francis

Buch, Englisch, 196 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 454 g

Reihe: Routledge Research in Language Education

This edited volume showcases state-of-the-art research in technological applications in second language writing. It examines multimodal composing, digital feedback, data-driven learning, machine translation, and technological applications in writing pedagogy.

Technology in Second Language Writing reflects the rapidly changing field of technology in second language learning and highlights technological advances across different areas relevant to L2 writing. Composed of empirical studies, reviews, and descriptive essays, this book covers a variety of topics across the areas of composing, pedagogy, and writing research. It includes discussion of computer-mediated communication, language learners’ perceptions about using technology in their writing, the use of social media in writing, corpus learning, translation software, and the use of electronic feedback in language classrooms.

Offering a multifaceted approach to technology in a wide variety of second language writing contexts, this cutting-edge book serves as essential reading for scholars and postgraduate students in the field of language teaching, applied linguistics, and TESOL.

Zielgruppe

Postgraduate

Autoren/Hrsg.

Qin, Jingjing

Stapleton, Paul

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Schreiben und Publizieren, Kreatives Schreiben
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Geisteswissenschaften Sprachwissenschaft Mehrsprachigkeit

Inhaltsverzeichnis

Chapter 1. Introduction: Advances in writing technology over the eons

Paul Stapleton

Chapter 2. Interactive academic EFL writing assisted by GT for Chinese non-English major students

Shu-Chiao Tsai

Chapter 3. The use of Google Translate and complementary resources by Chinese students: A case study writing in Catalan

Ruocheng Ning

Chapter 4. Using machine translation in EFL Writing: A scoping review

Burcu Gokgoz-Kurt

Chapter 5. Repeated academic writing with synchronous and asynchronous teacher electronic feedback: How are macro and micro aspects affected?

Sima Khezrlou

Chapter 6. Wiki writing in medicine and students’ perceptions: The case of an English-in-the-Discipline course in Hong Kong

Wenfeng Wang, Simon Boyton, Laura Wakeland, Daya Datwani, Juan Castillo, Letty Chan, and Simon Scanlon

Chapter 7. Multimodal resemiotization: Examining one L2 writer’s interactions with equity videos

Emma R. Britton, Hengyi Liu, Xinyue Zuo, and Theresa Y. Austin

Chapter 8. The dialogical conception of beginning L2 writing via social networking and telecollaboration

Maria Bondarenko and Liudmila Klimanova

Chapter 9. Examining directness with corpus tools in Iraqi EFL writing

Ashleigh Cox, Eric Friginal, and Sabah S. Mustafa

Chapter 10. L2 handwritten assignments for automated writing evaluation: A text recognition study

Vahid Abolghasemi and Reza Falahati

Chapter 11. Using computer keystroke logging in the second language composition classroom

Hampus Holm, Etienne Skein, and Kirk P. H. Sullivan

Über Autor(innen)

Jingjing Qin is an Associate Professor in the Department of Language Studies at Zayed University, UAE.

Paul Stapleton is an Independent Researcher. His academic interests include L2 writing, critical thinking, and research methods.