Implementing and evaluating a writing conference program for international L2 writers across language proficiency levels

Keywords

Writing conference, L2, Feedback, Preferences, Language proficiency, Teacher–student interactions

Abstract

Although writing conferences with second language (L2) writers are thought to be valuable learning experiences, there is little research to show how one-on-one writing conferences can benefit L2 writers at low English language proficiency levels. This report summarizes insights gleaned from instituting a large-scale, intensive L2 writing conference program for students at five levels of English language proficiency. This conferencing program is described, along with survey response from 14 writing teachers and 546 students in the program. Teacher responses demonstrated benefits of classroom-based writing conferences, such as opportunities for individualized instruction, goal setting, and rapport building. Student responses, meanwhile, differed by proficiency level and demonstrated that lower-proficiency learners favored less collaborative interactions with feedback on local concerns and more proficient learners preferred more collaborative interactions and global feedback. Furthermore, teachers seemed to structure their feedback and interactional styles based on the language proficiency of L2 writing students. This report adds to student–teacher writing conference research by investigating and reporting on the feedback preferences of L2 writers at different language proficiencies but also speculates on the overarching purposes of an intensive writing conference program, namely that it can provide a rich mentoring relationship which extends beyond traditional writing feedback.

Original Publication Citation

Eckstein, G. (2013). Implementing and evaluating a writing conference program for international L2 writers across language proficiency levels. Journal of Second Language Writing, 22(3),231-239.

Document Type

Peer-Reviewed Article

Publication Date

2013

Publisher

Elsevier Ltd

Language

English

College

Humanities

Department

Linguistics

University Standing at Time of Publication

Associate Professor

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