Effects of Direct Focused Feedback and No Feedback on Run-on Sentences, Sentence Fragments, and Noun-pronoun Agreement Errors of EFL Tertiary Students

doi:10.7176/jep/12-14-03

Cited by 1 publication

(1 citation statement)

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“…Ideally, the feedback focuses on fewer important mistakes that interfere with comprehensibility rather than addressing everything (especially items that are correct but the instructor would personally phrase differently). Research on feedback shows that targeted corrections are more effective for language development anyway ( Reynolds and Kao, 2021 ; Villavicencio and Argudo, 2021 ), offering yet another area in which emotional and cognitive benefits go hand in hand. A couple of strategies may involve writing positive comments on one part of the paper (e.g., right margin) and needs-improvement comments on another (e.g., left margin), while grading online can be done with different colors or similar placements, if the platform allows.…”

Section: Applying Empathics To L2 Writingmentioning

confidence: 99%

Applying Positive Psychology to the L2 Classroom: Acknowledging and Fostering Emotions in L2 Writing

Byrd

Abrams

2022

Front. Psychol.

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The process of learning a new language can be filled with many emotions, both positive and negative, for the learner. This is particularly true in the area of writing, where students may feel a close connection to their sense of self. Thus far, the foreign language teaching profession has tended to prioritize cognition over emotion in research and classroom practice, with limited attention paid to the role of emotions in language learning. Recently, however, scholars, influenced by psychology, have taken a more active look at how emotions might mediate language learning. Among these scholars, Rebecca Oxford proposed a model that integrates tenets of positive psychology and second language learning, which she has designated as EMPATHICS. This nine-component model examines emotions/empathy, meaning/motivation, perseverance, agency/autonomy, time, hardiness/habits of mind, intelligences, characteristics, and self-factors. In this paper, we apply the EMPATHICS model to teaching second language writing and offer suggestions for task design at different stages of the writing process. While many second language teachers already incorporate some aspects of positive psychology in their classroom, becoming explicitly aware of its potential to foster better learning outcomes behooves us all.

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Section: Applying Empathics To L2 Writingmentioning

confidence: 99%