School of Languages and Linguistics - Research Publications

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    Introduction: Languaging in Language Learning and Teaching
    Suzuki, W ; Storch, N ; Suzuki, W ; Storch, N (John Benjamins Publishing, 2020)
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    Languaging when providing and processing peer feedback
    Storch, N ; Alshuraidah, A ; Suzuki, W ; Storch, N (John Benjamins, 2020-01-01)
    Two commonly used activities in second language (L2) writing classes are collaborative writing and peer response. Our study compared the quantity and quality of languaging generated by these two activities. In this study, conducted in Saudi Arabia, 34 college English language learners worked in the same self-selected small groups (predominantly pairs) on three successive activities. They completed a collaborative writing task, provided written feedback on a text written by another group, and revised their text in response to the peer feedback received. Analysis of recorded talk during these three activities found that the collaborative writing activity generated more languaging episodes than the other activities. We discuss the implications of these findings for L2 writing pedagogy and propose research directions.
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    Authorial voice in doctoral writing: Published advice
    Morton, J ; Storch, N ; Muresan, L-M ; Orna-Montesinos, C (Palgrave Macmillan, 2021-03-15)
    Authorial voice is now acknowledged as an important aspect of academic writing, but one that may be particularly challenging for multilingual students writing a thesis in English as an additional language (EAL). There is also an increasing volume of published advice on writing a thesis. Yet to date few studies have investigated whether the advice provided reflects recent ethnographically oriented research on voice and scholarly identity (e.g. Morton & Storch, Developing an authorial voice in PhD multilingual student writing: The reader’s perspective. Journal of Second Language Writing, 43(1), 15–23, 2019). In this chapter, we report on a study that analysed the advice provided by six thesis writing guidebooks and a range of online resources on authorial voice. We found an interesting distinction between guidebooks targeting students and those targeting supervisors, particularly in terms of the complexity with which voice was dealt, if at all.