Research writing and teaching is a great challenge for novice scholars, especially L2 writers. This book presents a compelling and much-needed automated writing evaluation (AWE) reinforcement to L2 research writing pedagogy.

Research writing and teaching is a great challenge for novice scholars, especially L2 writers. This book presents a compelling and much-needed automated writing evaluation (AWE) reinforcement to L2 research writing pedagogy.

This volume encompasses the range of research questions on language-related problems that arise in language teaching, learning and assessment. The [150] chapters are written by experts in the field who each offer their insights into current and future directions of research, and who suggest several highly relevant research questions. Topics include, but are not limited to: language skills teaching, language skills assessment and testing, measurement, feedback, discourse analysis, pragmatics, semantics, language learning through technology, CALL, MALL, ESP, EAP, ERPP, TBLT, materials development, genre analysis, needs analysis, corpus, content-based language teaching, language teaching and learning strategies, individual differences, research methods, classroom research, form-focused instruction, age effects, literacy, proficiency, and teacher education and teacher development. The book serves as a reference and offers inspiration to researchers and students in language education. An important skill in reviewing the research literature is following a study’s “plan of attack.” Broadly, this means that before accepting and acting upon the findings, one considers a) the research question (Is it clear and focused? Measurable?), b) the subjects examined, the methods deployed, and the measures chosen (Do they fit the study’s goal and have the potential to yield useful results?), and c) the analysis of the data (Do the data lead to the discussion presented? Has the author reasonably interpreted results to reach the conclusion?). Mohebbi and Coombe’s book, Research Questions in Language Education and Applied Linguistics: A Reference Guide, helps budding researchers take the first step and develop a solid research question. As the field of language education evolves, we need continual research to improve our instructional and assessment practices and our understanding of the learners’ language learning processes. This book with its remarkable 150 topics and 10 times the number of potential research questions provides a wealth of ideas that will help early career researchers conduct studies that move our field forward and grow our knowledge base. Deborah J. Short, Ph.D., Director, Academic Language Research & Training, Past President, TESOL International Association (2021-22) As a teacher in graduate programs in TESOL I frequently come across the frustration of students at centering their research interests on a particular topic and developing research questions which are worth pursuing so as to make a contribution to the field. This frustration stems from the fact that our field is so vast and interrelated, that it is often impossible to properly address all that interests them. Hence, I wholeheartedly welcome this most relevant and innovative addition to the research literature in the field of TESOL and Applied Linguistics. Coombe and Mohebbi have created a real tour de force that stands to inform budding researchers in the field for many years to come. Additionally, the cutting-edge depiction of the field and all it has to offer will no doubt update the research agendas of many seasoned researchers around the world. The 150 chapters are organized in a most powerful, yet, deceptively simple way offering a positioning within the topic, suggesting questions that might direct inquiry and offering a basic set of bibliographic tools to start the reader in the path towards research. What is more, the nine sections in which the chapters are organized leave no area of the field unexplored. Dr. Gabriel Díaz Maggioli, Academic Advisor, Institute of Education, Universidad ORT del Uruguay, President, IATEFL

This open access book serves as a comprehensive guide to digital writing technology, featuring contributions from over 20 renowned researchers from various disciplines around the world. The book is designed to provide a state-of-the-art synthesis of the developments in digital writing in higher education, making it an essential resource for anyone interested in this rapidly evolving field. In the first part of the book, the authors offer an overview of the impact that digitalization has had on writing, covering more than 25 key technological innovations and their implications for writing practices and pedagogical uses. Drawing on these chapters, the second part of the book explores the theoretical underpinnings of digital writing technology such as writing and learning, writing quality, formulation support, writing and thinking, and writing processes. The authors provide insightful analysis on the impact of these developments and offer valuable insights into the future of writing. Overall, this book provides a cohesive and consistent theoretical view of the new realities of digital writing, complementing existing literature on the digitalization of writing. It is an essential resource for scholars, educators, and practitioners interested in the intersection of technology and writing.

This book studies the use of an automated writing evaluation (AWE) systems in research paper revision for publication purposes by Chinese doctoral students. Research writing skills are essential for achieving academic status, and AWE tools can be a great companion on the journey. However, AWE tools may provide a disservice if users do not stay alert to inaccurate feedback, inaccurate correction suggestions, and missed errors. The effects of accurate feedback on revision outcomes have been the focus of a number of AWE studies, but student engagement and revision results in cases of inaccurate feedback and missed errors have rarely been investigated. Such investigations can provide practical advice on using automated feedback in research writing. This book provides a comprehensive evaluation of AWE tools and profiles student engagement with tool use in cases of different qualities of feedback. It can empower novice scholars and improve the effectiveness of academic writing instructors. The findings can also inform AWE system developers about possible ways of system improvement for research paper writing. The book will be particularly useful to students and scholars of language and linguistic studies, education, and academic English writing.

While current educational technologies have the potential to fundamentally enhance literacy education, many of these tools remain unknown to or unused by today’s practitioners due to a lack of access and support. Adaptive Educational Technologies for Literacy Instruction presents actionable information to educators, administrators, and researchers about available educational technologies that provide adaptive, personalized literacy instruction to students of all ages. These accessible, comprehensive chapters, written by leading researchers who have developed systems and strategies for classrooms, introduce effective technologies for reading comprehension and writing skills.

Research into lexical issues has been one of the most rapidly growing areas of second language acquisition studies in recent years, and understandably so: the importance of vocabulary can hardly be denied. Words are the key to every instance of communication, both spoken and written. This volume concentrates on vocabulary in written language, mostly in academic settings. The writers of the chapters come from different countries and universities, and, naturally, represent their own academic backgrounds, though they all share a common interest in investigating the characteristics of L2 lexis as it manifests itself in the written production of students at various stages of their language learning careers. The target language (L2) in the studies reported in the volume is English, except in one study on the lexical competence of multilingual learners of French. The subjects’ native languages include Czech, Danish, Finnish, Hungarian, and Swedish, thus representing several different language families. Each chapter constitutes an independent unit, but together the studies reported in them give the reader a varied and extensive picture of lexical issues in L2 writing. The authors approach their topics from different perspectives and use diverse research methods, adding to the multifaceted nature of the volume. The book will be of interest to researchers, educators and students of second language acquisition and applied linguistics.