The impact of motivating didactic interventions on the writing process and its output: the case of descriptive texts

Authors

  • Kris Buyse

DOI:

https://doi.org/10.26378/rnlael1225295

Keywords:

error analysis, interlanguage, learner corpora, task based language learning, motivation

Abstract

In this article we describe the impact of motivational didactic interventions on the process and the output of writing descriptive texts in Spanish as a Foreign Language by Dutch speaking students of the 3rd Bachelor year of the Applied Linguistics curriculum at the Flemish KU Leuven university.  The texts produced by consecutive and simultaneous learner groups were stored and analysed in the Aprescrilov learner corpus application. The results of quantitative and qualitative tests show an important impact on both process (motivation) and output (lexical richness and dynamic style) of the writing of the descriptive texts.

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número 25 dela revista nebrija

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Published

2018-11-27

How to Cite

Buyse, K. (2018). The impact of motivating didactic interventions on the writing process and its output: the case of descriptive texts. Nebrija Journal of Applied Linguistics to Language Teaching, 12(25), 13–33. https://doi.org/10.26378/rnlael1225295

Issue

Vol. 12 No. 25 (2018): Autumn 2018

Section

Thematic section "Computer Learners Corpora..."

License

Copyright (c) 2018 Buyse. This is an open access article distributed under the terms of the Creative Commons BY ND , which permits use, distribution, and reproduction in any medium, provided the original author and source are credited.

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

The copyright holder(s) consent to the distribution of their article under the license CC BY ND.

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