Speaker
Abstract section 1: Relevance
Research in second language acquisition highlights the importance of formulaic sequences (FSs) in coherent language use (e.g., AlHassan & Wood, 2015; Hinkel, 2020). In academic writing, discourse-organizing FSs help structure arguments and guide readers. However, EFL learners often struggle to use these expressions appropriately. This study identifies patterns of inappropriate FS use among advanced Japanese EFL learners and examines whether corrective feedback improves their use. The findings provide pedagogical insights for teaching discourse-organizing expressions and highlight the value of explicit instruction and feedback in developing learners’ pragmatic competence.
Abstract section 2: Contribution/research questions
This study addresses the following three research questions:
(1) How do advanced Japanese EFL learners use discourse-organizing formulaic sequences in academic writing?
(2) Which types tend to be perceived as inappropriate by native-speaker raters?
(3) Do corrective feedback and awareness-raising about formulaic sequences improve learners’ appropriate use of FSs and their confidence in using them?
Abstract section 4: Outcomes/results
The analysis revealed recurring patterns of inappropriate FS use. Contrastive connectors were often used inaccurately, first-person expressions were judged inappropriate for academic writing, and a limited repertoire resulted in repetitive FS use. Over time, students receiving corrective feedback showed greater improvement in the appropriateness of FS use and reported increased confidence. Awareness-raising activities also contributed to some improvement, whereas the control group showed little change.
Abstract section 3: Content/method
This study employed a quasi-experimental design with 21 Japanese university EFL students divided into three groups. Over two months, participants wrote four essays each. One group received corrective feedback (CF) on inappropriately used formulaic sequences (FSs), another participated in awareness-raising activities focusing on FSs in academic discourse, and a control group received no intervention. Two native English-speaking raters evaluated the appropriateness of FS use in the essays. Students also reported their confidence in using FSs.
Abstract section 5: References
AlHassan, L., & Wood, D. (2015). The effectiveness of focused instruction of formulaic sequences in augmenting L2 learners' academic writing skills: A quantitative research study. Journal of English for Academic Purposes, 17, 51–62. https://doi.org/10.1016/j.jeap.2015.02.001
Hinkel, E. (2020). Teaching academic L2 writing: Practical techniques in vocabulary and grammar. Routledge.
| Title | Improving Formulaic Sequence Use in Japanese EFL Writing |
|---|---|
| Teaching Context | College and university education |