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Tracking the Real-Time Evolution of a Writing Event: Second Language Writers at Different Proficiency Levels
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Gánem-Gutiérrez, Gabriela Adela; Gilmore, Alexander – Language Learning, 2018
The current study focused on emergent processes during real-time second language (L2) writing activity in an English as a foreign language university context, examining differences in these processes across individual capacities. Participants included 22 adult Japanese learners of L2 English and their tutor. The data were collected using digital…
Descriptors: Language Proficiency, Writing (Composition), Second Language Learning, Second Language Instruction
The Effects of Simplified and Elaborated Texts on Foreign Language Reading Comprehension.
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Yano, Yasukata; And Others – Language Learning, 1994
Japanese college students (n=483) learning English as a Foreign Language (EFL) read passages in English in one of three forms: (1) native baseline; (2) simplified; or (3) elaborated. The study found that comprehension was highest among learners reading the simplified version but was not significantly different from those reading the elaborated…
Descriptors: College Students, Difficulty Level, English (Second Language), Foreign Countries
Relationships among Second Language Proficiency, Foreign Language Aptitude, and Intelligence: A Structural Equation Modeling Approach.
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Sasaki, Miyuki – Language Learning, 1993
Investigates relationships among measures of second-language proficiency (SLP), foreign-language aptitude, verbal intelligence and reasoning in 160 Japanese college students studying English. The factor analysis of several different SLP test scores was examined, and the relationship between a general SLP factor and a hypothetical general cognitive…
Descriptors: College Students, English (Second Language), Factor Analysis, Foreign Countries
Explanatory Variables for EFL Students' Expository Writing.
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Sasaki, Miyuki; Hirose, Keiko – Language Learning, 1996
Investigates factors influencing Japanese university students' expository writing in English. Quantitative analysis revealed that students' second-language (L2) proficiency, first-language writing ability, and metaknowledge were significant in explaining L2 writing ability variance. An explanatory model for writing ability in English as a Foreign…
Descriptors: College Students, English (Second Language), Expository Writing, Foreign Countries