Scholars have at various points discussed the needs of second language (L2) writers enrolled in "mainstream" composition courses where they are mixed with native (L1) English speakers. Other researchers have investigated the experiences of L2 writers in mainstream classes and the perceptions of their instructors about their abilities and…

The significance of errors in explicating Second Language Acquisition (SLA) processes led to the growth of error analysis in the 1970s which has since maintained its prominence in English as a second/foreign language (L2) research. However, one problem with this research is errors are often taken for granted, without problematising them and their…

In an attempt to explore effective instruction in the English as a Foreign Language (EFL) setting, this study investigated language errors identified by students and teachers in three different revision stages: self-revision, peer revision, and teacher revision. It gave the focus to the effects of the three different methods on learners' writing…

This study reflects a social constructivist theoretical framework in which the zone of proximal development (ZPD) is a central element, as two teaching approaches, communicative language teaching (CLT) and explicit focus on form (FonF) are examined. Research questions include: Are CLT and explicit FonF conducive to reaching the ZPD? Is there a…

Discusses problems with correct verb use in the written work of students studying French. Examiners' reports indicate that the standard of verb use is declining, while the literature reveals that verb learning has inherent difficulties. The article critiques computer-assisted instruction and proposes a new approach. (23 references) (Author/CK)