All Journals

Language Teaching Research Quarterly

European Journal of Studies in Management and Business

International Journal of Behavior Studies in Organizations

Studies in Educational Management

New Challenges in Accounting and Finance

Language Testing in Focus: An International Journal

Marketing and Branding Research

Individual Differences in Language Education: An International Journal 

Feedback Research in Second Language 

Management Issues in Healthcare System

Language Teacher Education Research

Artificial Intelligence Knowledge Development

While the field of&nbsp;materials development has grown in the past twenty years, covering areas like&nbsp;EAP and ESP, there remains a need to elaborate further the strategies and to develop a process for developing materials for EALP courses such as legal&nbsp;writing. Legal writing in particular poses unique challenges like the complex&nbsp;system of legal writing genres and the interferences created by multiple&nbsp;languages, cultures, and legal systems. This article expands on existing&nbsp;strategies offered by the scant literature on legal writing materials&nbsp;development. The article takes into account the work of materials development scholars who have proposed SLA-derived principles. The article also considers&nbsp;factors that affect materials development, including learner, teacher, and&nbsp;contextual factors. Additionally, the article considers the role of theoretical&nbsp;frameworks in shaping decisions in materials development. Most importantly, the&nbsp;article relies on methods in legal writing pedagogy to inform the strategies&nbsp;and process for legal writing materials development. The article ultimately&nbsp;proposes a process for developing materials for legal writing courses that&nbsp;requires the consideration of the (1) purpose, (2) audience, (3) course and curriculum requirements, (4) length and number of assignments, and (5)&nbsp;sociocultural and legal context of the materials.

Materials Development in EALP Legal Writing Courses

Original Research 

ltrq.2020.15.03.xml

Guest-editors: 
Christine Coombe, PhD, Higher Colleges of Technology, Dubai, UAE
Hassan Mohebbi, PhD, Independent Researcher, Turkey


Special Issue: Material Development: In Honour of Brian Tomlinson

Despite vast research&nbsp;into the effectiveness of teacher corrective feedback (TCF) in second language&nbsp;writing, little is known about its influence on students’ motivation in&nbsp;different contexts and settings. Where teachers complain about their students&nbsp;not responding to their feedback, students do not always find teacher feedback&nbsp;helpful and motivating. This study explores Arab students’ perceptions of TCF&nbsp;and the way it encourages them to continue working on their writing skills. In&nbsp;specific, this study uses survey methods to understand student views about the&nbsp;type, form and method of TCF that enhances their motivation. The findings&nbsp;reveal that Arab students expect their teachers to provide feedback that is&nbsp;corrective and self-explanatory in nature. In addition, students prefer&nbsp;handwritten feedback to oral and electronic, and are highly motivated after&nbsp;receiving their teacher’s feedback on their writings. The results of this study&nbsp;can benefit SLW teachers around the world to make their feedback more appealing&nbsp;to their students in specific contexts and enhance their motivation to make the&nbsp;most out of TCF.

Learner Preferences for Teacher Corrective Feedback: A Survey Study of Arab Students from Qatar

ltrq.2019.11.05.xml