Language：English   Publisher：Candlin & mynard  

<jats:p>Cultivating Confidence in L2 Writing: Communicative and Peer Review Practices showcases innovative activities for L2 writing classrooms. The goal for this volume is to provide teachers with practical tools to incorporate communication into writing classes, creating opportunities for students to interact and discuss both their writing and the writing process.
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This volume shares research and practices from tertiary educators across a variety of contexts and a range of student proficiency levels. Collectively, the authors discuss the themes of re-imagining peer review as a communicative, cognitive, and confidence-building practice. Chapters describe communication as an engine of learning and explore how technology can enhance peer review and communication without sacrificing the human element. By integrating these activities or making adaptations to better meet the needs of their class, teachers can help students build confidence as language learners and authors, leading to more engaging and purposeful discussions in L2 writing classrooms.</jats:p>

DOI： 10.47908/44

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DOI： 10.47908/44/1

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Authorship：Corresponding author   Language：English   Publishing type：Part of collection (book)   Publisher：Candlin & Mynard ePublishing  

Corrections that students seek themselves are more significant for language learning, and such feedback allows students to independently and critically analyze their writing. Students need exposure to diverse types of feedback and the power to request feedback whenever necessary. The rise of generative artificial intelligence (AI) presents a new avenue for students to seek feedback. However, the efficacy and quality of feedback depend heavily on students’ awareness of AI’s strengths and limitations and on how they use it. The study described in this chapter investigates the practical value of AI feedback on second-year English-language student writing at a private Japanese university. The researchers individually evaluated AI’s responses to students seeking feedback to see what suggestions for academic improvement it offered. Through interrater reliability, the researchers determined how well AI’s suggestions on grammar, content, structure, APA format, and others followed academic standards. In this way, AI’s strengths and weaknesses in academic writing were determined. Apart from the researcher’s understanding of AI’s reliability, surveys were given at the start and end of the semester to assess students' beliefs about AI’s classroom applicability and accuracy. Students were also asked about their attitudes towards different kinds of feedback. Students completed reflection journals documenting the specific feedback they sought and their subsequent writing choices as directed by AI. Findings highlight shifts in students' attitudes and knowledge, and offer practical uses of AI in writing education, underscoring AI's potential as a feedback companion in the L2 writing classroom. This research contributes insights into integrating AI as a supportive feedback tool for writing, particularly for assistance with grammar and vocabulary. It highlights the importance of varied types of feedback and where technology best fits into the writing process.

DOI： 10.47908/45/3

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Total pages：311   Language：English Book type：Scholarly book

Cultivating Confidence in L2 Writing: Communicative and Peer Review Practices showcases innovative activities for L2 writing classrooms. The goal for this volume is to provide teachers with practical tools to incorporate communication into writing classes, creating opportunities for students to interact and discuss both their writing and the writing process. ​ This volume shares research and practices from tertiary educators across a variety of contexts and a range of student proficiency levels. Collectively, the authors discuss the themes of re-imagining peer review as a communicative, cognitive, and confidence-building practice. Chapters describe communication as an engine of learning and explore how technology can enhance peer review and communication without sacrificing the human element. By integrating these activities or making adaptations to better meet the needs of their class, teachers can help students build confidence as language learners and authors, leading to more engaging and purposeful discussions in L2 writing classrooms.

DOI： 10.47908/44

researchmap