This study aims to examine the challenges that face EFL teachers in applying negotiation for meaning pedagogy in teaching writing skill. To collect qualitative data, classroom observation and semi-structured interviews were employed as data collection methods whereas for analyzing the data, a thematic analysis technique was used. The findings of…

This study compares the effect of ZPD feedback with explicit feedback on accuracy in second language (L2) writing. It also examines the effect of focused vs. unfocused ZPD feedback on L2 writing development during teacher-student tutorial sessions. Four participants wrote five persuasive essays and were provided with ZPD or explicit feedback…

In this study, we used Conceptual Metaphor Theory (henceforth CMT) for the benefit of English for Academic Purposes' teaching and learning. CMT underpins how in metaphorical expressions, one concept is understood in terms of another. We argue that CMT can help students understand and master argumentation skills and essay structure, although there…

The impacts of task characteristics on second language (L2) writing require further exploration. This study examined the effects of increasing task complexity on L2 argumentative writing. Upper-intermediate L2 learners performed two writing tasks with varying degrees of complexity in relation to the number of elements and the degree of reasoning.…