Goals for Academic Writing

ESL students and their instructors

Editor
Alister Cumming | Ontario Institute for Studies in Education
HardboundAvailable
ISBN 9789027219695 | EUR 105.00 | USD 158.00
 
PaperbackAvailable
ISBN 9789027219718 | EUR 36.00 | USD 54.00
 
e-Book
ISBN 9789027293312 | EUR 105.00/36.00*
| USD 158.00/54.00*
 
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This book documents the results of a multi-year project that investigated the goals for writing improvement among 45 students and their instructors in intensive courses of English as a Second Language (ESL) then, a year later, in academic programs at two Canadian universities. The researchers present a detailed framework to describe these goals from the perspectives of the students as well as their instructors. The goals are analyzed for groups of students from particular backgrounds internationally, for changes over time, and in relation to the ESL and academic courses. The authors use activity theory, goal theory, various sociolinguistic concepts, and multiple data sources (interviews, observations, stimulated recalls, questionnaires, and text analyses) to provide a contextually-grounded perspective on learning, teaching, writing, second-language development, and curriculum policy. The book will interest researchers, educators, and administrators of ESL, university, college, and literacy programs around the world.
[Language Learning & Language Teaching, 15] 2006.  xii, 204 pp.
Publishing status: Available
Table of Contents
“Cumming et al. have developed an important descriptive framework for the interpretation of writing goals in academic settings, and they offer a range of insights on goal setting for L2 writers as well as writing in university settings more generally.”
Cited by

Cited by 37 other publications

Alvira, Roberto
2016. The Impact of Oral and Written Feedback on EFL Writers With the Use of Screencasts. PROFILE Issues in Teachers' Professional Development 18:2  pp. 79 ff. DOI logo
Barkaoui, Khaled, Ling Shi & Mehdi Riazi
2021. “Follow Your Interests Because Those Will Motivate You to Excel”: An Interview with Alister Cumming. Language Assessment Quarterly 18:1  pp. 56 ff. DOI logo
Ben Maad, Mohamed Ridha
2012. Researching task difficulty from an individual differences perspective. Australian Review of Applied Linguistics 35:1  pp. 28 ff. DOI logo
Ben Maad, Mohamed Ridha
2016. The role of L2 learner goal differences in task-generated oral production. Australian Review of Applied Linguistics 39:1  pp. 47 ff. DOI logo
Ben Maad, Mohamed Ridha
2017. Learner Differences: A Trojan Horse Factor in Task-Based Oral Production Assessment. In Evaluation in Foreign Language Education in the Middle East and North Africa [Second Language Learning and Teaching, ],  pp. 161 ff. DOI logo
Cao, Zhenhao, Rachael Ruegg & Stephen Skalicky
2023. Manner and Quality of Negotiation During L2 Collaborative Writing. Applied Linguistics DOI logo
Carter, Carol & Richard Sallis
2016. Dialogues of diversity: examining the role of educational drama techniques in affirming diversity and supporting inclusive educational practices in primary schools. NJ 40:1  pp. 78 ff. DOI logo
CUMMING, ALISTER
2009. What Needs to Be Developed to Facilitate Classroom‐Based Assessment?. TESOL Quarterly 43:3  pp. 515 ff. DOI logo
Cumming, Alister
2012. Writing Development in Second Language Acquisition. In The Encyclopedia of Applied Linguistics, DOI logo
Cumming, Alister
2013. Multiple Dimensions of Academic Language and Literacy Development. Language Learning 63:s1  pp. 130 ff. DOI logo
Cumming, Alister
De Silva, Radhika
2015. Writing strategy instruction: Its impact on writing in a second language for academic purposes. Language Teaching Research 19:3  pp. 301 ff. DOI logo
Grabe, William
2017. Shaping an agenda through experience(s). Language Teaching 50:1  pp. 120 ff. DOI logo
Hui, Kang & Shi Ziming
2013. Application of Network Platform in EFL Writing Feedback. In Intelligence Computation and Evolutionary Computation [Advances in Intelligent Systems and Computing, 180],  pp. 791 ff. DOI logo
Kim, Tae-Young
2007. The Dynamics of Ethnic Name Maintenance and Change: Cases of Korean ESL Immigrants in Toronto. Journal of Multilingual and Multicultural Development 28:2  pp. 117 ff. DOI logo
Leow, Ronald P., Rosa M. Manchón & Charlene Polio
2022. Chapter 13. Writing. In Instructed Second Language Acquisition Research Methods [Research Methods in Applied Linguistics, 3],  pp. 305 ff. DOI logo
Li, Wentao & Fuhui Zhang
2021. Tracing the Path Toward Self-Regulated Revision: An Interplay of Instructor Feedback, Peer Feedback, and Revision Goals. Frontiers in Psychology 11 DOI logo
Lim, Jungmin, Magda Tigchelaar & Charlene Polio
2022. Understanding text-based studies of linguistic development through goals for academic writing. Language Awareness 31:1  pp. 117 ff. DOI logo
Luxin Yang
2010. Doing a group presentation: Negotiations and challenges experienced by five Chinese ESL students of Commerce at a Canadian university. Language Teaching Research 14:2  pp. 141 ff. DOI logo
Manchón, Rosa M.
2014. The internal dimension of tasks. In Task-Based Language Learning – Insights from and for L2 Writing [Task-Based Language Teaching, 7],  pp. 27 ff. DOI logo
Nosratinia, Mania & Kolsum Kounani
2016. Comparing the Impact of Divergent and Convergent Tasks on Extrovert and Introvert EFL Learners’ Writing Performance. Theory and Practice in Language Studies 6:6  pp. 1305 ff. DOI logo
Peñaloza Villamizar, Josefina
2017. A Group of Eleventh Graders’ Life Stories: Reconstructing Social Identity. Enletawa Journal 9:2 DOI logo
Rieder-Bünemann, Angelika
2021. English for Academic Purposes. In Developing Advanced English Language Competence [English Language Education, 22],  pp. 73 ff. DOI logo
Rieder-Bünemann, Angelika & Pia Resnik
2021. Students’ Conceptions of Academic Writing in a Second Language: Perspectives of Advanced Students of English. In Developing Advanced English Language Competence [English Language Education, 22],  pp. 215 ff. DOI logo
Rosmawati, R.
2014. Dynamic development of complexity and accuracy. Australian Review of Applied Linguistics 37:2  pp. 75 ff. DOI logo
Ruan, Zhoulin
2014. Metacognitive awareness of EFL student writers in a Chinese ELT context. Language Awareness 23:1-2  pp. 76 ff. DOI logo
SASAKI, MIYUKI
2007. Effects of Study‐Abroad Experiences on EFL Writers: A Multiple‐Data Analysis. The Modern Language Journal 91:4  pp. 602 ff. DOI logo
SASAKI, MIYUKI
2011. Effects of Varying Lengths of Study‐Abroad Experiences on Japanese EFL Students' L2 Writing Ability and Motivation: A Longitudinal Study. TESOL Quarterly 45:1  pp. 81 ff. DOI logo
SASAKI, MIYUKI, ATUSHI MIZUMOTO & AKIRA MURAKAMI
2018. Developmental Trajectories in L2 Writing Strategy Use: A Self‐Regulation Perspective. The Modern Language Journal 102:2  pp. 292 ff. DOI logo
Schneider, Jason
2022. Writing Strategies as Acts of Identity. TESOL Quarterly 56:1  pp. 230 ff. DOI logo
Sung, Chit Cheung Matthew
2023. Agency and feedback-seeking: academic English socialization of L2 students in Hong Kong. Language and Education 37:3  pp. 364 ff. DOI logo
Wang, Xuan, Jianting Ma, Ximeng Li & Xinyi Shen
2023. Validation of Self-Regulated Writing Strategies for Advanced EFL Learners in China: A Structural Equation Modeling Analysis. European Journal of Investigation in Health, Psychology and Education 13:4  pp. 776 ff. DOI logo
Yigitoglu Aptoula, Nur
2022. Exploring academic literacy practices of graduate students in English language teacher education programmes at English‐medium universities in Turkey. Literacy 56:2  pp. 174 ff. DOI logo
Yu, Shulin, Kaihao Yuan, Nan Zhou & Chuang Wang
2023. The development and validation of a scale for measuring EFL secondary teachers’ self-efficacy for English writing and writing instruction. Language Teaching Research DOI logo
Zhou, Ally A.
2009. What adult ESL learners say about improving grammar and vocabulary in their writing for academic purposes. Language Awareness 18:1  pp. 31 ff. DOI logo
Zhou, Ally A., Michael Busch & Alister Cumming
2014. Do adult ESL learners’ and their teachers’ goals for improving grammar in writing correspond?. Language Awareness 23:3  pp. 234 ff. DOI logo
[no author supplied]

This list is based on CrossRef data as of 14 february 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects

Main BIC Subject

CF: Linguistics

Main BISAC Subject

LAN009000: LANGUAGE ARTS & DISCIPLINES / Linguistics / General
ONIX Metadata
ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2006047724 | Marc record