Tag: L2 writing

Welcome to Volume 8 – Issue 1 – IAFOR Journal of Education: Language Learning in Education

Greetings readers! Welcome to the IAFOR Journal of Education: Language Learning in Education. Bilingualism and second language learning occur in virtually every nation. The number of second language learners throughout the world increases regularly prompting educators and researchers involved in teaching and investigating the multifaceted processes of second language acquisition and language learning that their

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Exploring the Effects of Digital Storytelling: A Case Study of Adult L2 Writers in Taiwan

Author: Min-Hsun Chiang, Tunghai University, Taiwan Email: minhsunl@thu.edu.tw Published: March 1, 2020 https://doi.org/10.22492/ije.8.1.04 Citation: Chiang. M. H. (2020). Exploring the Effects of Digital Storytelling: A Case Study of Adult L2 Writers in Taiwan. IAFOR Journal of Education: Language Learning in Education, 8(1). https://doi.org/10.22492/ije.8.1.04 Abstract With the advent of information communication technologies, an escalating number of

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IAFOR Journal of Education: Volume 8 – Issue 1 – Language Learning in Education

 IAFOR Journal of Education: Volume 8 – Issue 1 – Language Learning in Education Editor: Melinda Cowart Editor-in-Chief: Yvonne Masters Published: March 1, 2020 ISSN: 2187-0594 https://doi.org/10.22492/ije.8.1 Editor’s Introduction Welcome to Volume 8 – Issue 1 – IAFOR Journal of Education: Language Learning in Education Dr Melinda Cowart, Editor Articles Learner-Centered English Language Teaching:

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Written Corrective Feedback: Student Preferences and Teacher Feedback Practices

Authors: Bradley Irwin, Nihon University College of International Relations, Japan Email: irwin.bradley@nihon-u.ac.jp Published: January 19, 2018 https://doi.org/10.22492/ijll.3.2.02 Citation: Irwin, B. (2018). Written Corrective Feedback: Student Preferences and Teacher Feedback Practices IAFOR Journal of Language Learning, 3(2). https://doi.org/10.22492/ijll.3.2.02 Abstract This case study explores the intricate interaction between students’ preferences for written corrective feedback and actual teacher

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IAFOR Journal of Language Learning: Volume 3 – Issue 2

IAFOR Journal of Language Learning: Volume 3 – Issue 2 Editor: Dr Bernard Montoneri Published: January 19, 2018 ISSN: 2188-9554 https://doi.org/10.22492/ijll.3.2 Articles Multilingualism in Action: A Conversation Analytic View on How Children are Re-Voicing a Story in a French Second Language Learning Lesson Béatrice Arend and Patrick Sunnen, University of Luxembourg, Luxembourg Written Corrective Feedback: