Papers by Marianne Nikolov
ELT Journal, 2010
... language acquisition, foreign language policy changes and young learner teacher development. ... more ... language acquisition, foreign language policy changes and young learner teacher development. ... in applied linguistics, congratulated me and asked,'Why do you research ... Introduction xv Croatianlearners' reading strategies, whereas EleniGriva, Helen Tsakiridou and Ioanna ...
Oxford Handbooks Online, 2010
ICERI proceedings, Nov 1, 2022
Multilingual Matters eBooks, Dec 31, 2017
Asian-Pacific Journal of Second and Foreign Language Education, Mar 1, 2023
Although studies on written feedback have confirmed the effectiveness of multiple sources of feed... more Although studies on written feedback have confirmed the effectiveness of multiple sources of feedback in promoting learners' accuracy, much remains to be discovered about its impact on other aspects of language development. Concerns were raised with regard to the possible unfavourable impact of feedback on the complexity of students' writing which resulted from their attention to producing accurate texts. In response to this need for research, the study investigated the effects of teacher, automated, and combined feedback on students' syntactic complexity over a 13-week semester. Our data collection included 270 students' texts including their drafts and revised texts and pre-and post-test writing. Essays were analysed using the web-based interface of the L2 Syntactic Complexity Analyzer. Regardless of feedback from multiple sources, paired sample t-test results indicate no significant differences between initial and revised texts, resulting in minimal variance between comparison pairs. Moreover, no significant differences were found between the pre-and post-writing assessment in all complexity measures. These findings suggest that providing feedback on students' writing does not lead them to write less structurally complex texts. The syntactic complexity of their revised essays varied among high-, mid-, and low-achieving students. These variations could be attributed to proficiency levels, writing prompts, genre differences, and feedback sources. A discussion of pedagogical implications is provided.
A tanulmany egy Magyarorszag es Horvatorszag hatarain ativelő nagyobb vizsgalat re-szekent szulet... more A tanulmany egy Magyarorszag es Horvatorszag hatarain ativelő nagyobb vizsgalat re-szekent szuletett meg, amelyben mindket orszagban azonos merőeszkozokkel es mod-szerekkel vizsgaltunk kulonboző konstruktumokat. Az osszehasonlito elemzes okat az adta, hogy a nemzetkozi tapasztalatok szerint a horvat fiatalok angol nyelvtudasa felul-mulja magyar tarsaiket. A vizsgalat soran tobbek kozott arra is valaszt kerestunk, hogy ezt a feltevest a merőeszkozokkel gyűjtott adatok valoban alatamasztjak-e. Horvatorszag es Magyarorszag szomszedos regioibol illetve telepuleseiről osszesen 717 14 eves tanulo vett reszt a kutatasban. Celunk az volt, hogy (1) megallapitsuk milyen angol nyelvtudas-sal rendelkeznek a horvat illetve a magyar tanulok nyolcadik osztaly vegen, es hogy (2) osszehasonlitsuk a diakok angol nyelvi teljesitmenyet nehany, az oktatasi folyamatra jel-lemző valtozo menten. Igy megvizsgaltuk, hogy a horvat es magyar nyolcadik osztalyos tanulok hogyan teljesitenek ugyanazon az angol nyelvi teszten, eredmenyeik milyen elte-rest mutatnak csoportonkent, az egyes csoportokon belul, a kepzes megkezdesenek idő-pontja alapjan, a heti oraszam szerint, illetve a csoportletszamokat osszevetve. A diakok angoltudasan kivul vizsgaltuk meg az anyanyelvi es az idegen nyelvi kepessegeik kozti osszefuggeseket is.
Social Science Research Network, 2023
Language Learning in Higher Education
Students’ writing proficiency is measured through holistic and analytical ratings in writing asse... more Students’ writing proficiency is measured through holistic and analytical ratings in writing assessment; however, recent studies suggest that measurement of syntactic complexity in second language writing research has become an effective measure of writing proficiency. Within this paradigm, we investigated how automated measurement of syntactic complexity helped distinguish the writing proficiency of students from two Higher Education institutions. In addition, we also examined language-related errors in students’ writing to further indicate the differences in the error patterns of the two groups. Data was drawn from a corpus of 1,391 sentences, comprising 58 texts produced by first-year undergraduate students from Myanmar and Hungary. Automated tools were used to measure the syntactic complexity of students’ writing. We performed a corpus-based analysis, focusing on syntactic complexity, while language-related error patterns in writing were investigated through an epistemic network...
Educational Linguistics, 2016
the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustra... more the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specifi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.
Innovation in Language Learning and Teaching
Language Teaching
This article offers insights into trends found in 74 empirical studies on teaching and learning a... more This article offers insights into trends found in 74 empirical studies on teaching and learning a foreign language (FL) in pre-primary schools in 25 countries. The emerging picture is like that of primary-school programs: most are implemented in English, mostly owing to parents’ enthusiasm rather than evidence on long term FL benefits. Researchers focus on measurable outcomes in the FL rather than embedding studies in what early childhood education and language policies aim for: developing children not only in a FL, but also in their first language and emotional, cognitive, and social domains. A short literature review on how children learn languages and what necessary conditions include, is followed by the evidence empirical studies offer along themes found in them. Research has revealed encouraging results as well as weaknesses, whereas most authors frame their findings in positive terms. Overall, the younger the children the slower their rate of FL development. The field is domin...
Az elsõ tanév eredményei angol és német nyelvbõl 2005 júniusában fejeződött be a tanév azon 9. év... more Az elsõ tanév eredményei angol és német nyelvbõl 2005 júniusában fejeződött be a tanév azon 9. évfolyamos diákok számára, akik elsőként vettek részt nyelvi előkészítő képzésben (NYEK). Tanulmányunk egy átfogó empirikus vizsgálat fontosabb eredményeit és az azok közötti összefüggéseket elemzi.
Second Handbook of English Language Teaching, 2018
Handbook of Early Language Education, 2020
With a considerable emphasis on the role of feedback in L2 writing, the effectiveness of written ... more With a considerable emphasis on the role of feedback in L2 writing, the effectiveness of written corrective feedback (WCF) has been investigated extensively over the past 25 years. Conflicting findings have been reported regarding the efficacy of WCF in developing learners’ written accuracy. This paper provides an in-depth analysis of research on three key variables impacting the effects of WCF: feedback treatments; writing tasks with more/less cognitive and reasoning demands; and L2 written accuracy measures. Forty-two primary studies published between 2000 and 2020 were retrieved and coded following PRISMA guidelines. Results revealed variations in both feedback treatments and written accuracy measures with distinctive advantages and pitfalls. Further divergent issues concern the application of different genres of writing tasks that demand learners’ various cognitive and linguistic efforts. These variations make it difficult to compare results across empirical studies. The finding...
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Papers by Marianne Nikolov