The extent to which writing modality (i.e., hand-writing vs. keyboarding) impacts second-language (L2) writing assessment scores remains unclear. For alphabetic languages like English, research shows mixed results, documenting both equivalent and divergent scores between typed and handwritten tests (e.g., Barkaoui & Knouzi, 2018). However, for…

Writing anxiety is a common phenomenon among most English as Foreign Language (EFL) learners, particularly those majoring in English language and literature. However, writing anxiety triggers and effective interventions in under-resourced contexts remained largely unexplored. Through a mixed-method approach, this study examined perceived causes of…

Writing can be a challenging task for students--especially for those who have grown up as second language (L2) learners. In particular, planning and structuring written content can be especially difficult for them. For this reason, the effects of a combined strategy instruction intervention consisting of a graphic organizer and storytelling on the…

With the large increase in online English language learners, there is a need to explore how those learners practise self-regulated writing in such an autonomous learning context. This article reports on an exploratory study of self-regulated learning strategies used by two writing-proficiency groups (low and high) of Saudi English majors within an…

Background: Computer-mediated writing classes have experienced a significant increase in popularity in recent years, serving as an effective modality for enhancing writing skills within an online framework. Objectives: This study seeks to bridge the gap in the literature by investigating the effectiveness of cognitive, social, and group-awareness…

While many studies have addressed the benefits of technology-assisted L2 writing, limited research has delved into how generative artificial intelligence (GAI) supports students in completing their writing tasks in Mandarin Chinese. In this study, 26 university-level Mandarin Chinese foreign language students completed two writing tasks on two…

High school students for whom English is a second language (L2) often struggle with effective text revision because of limited ability to self-regulate their writing, that is, to manage the subprocesses of writing and to use writing-related knowledge and strategies. To help students in China acquire effective text revision skills for English…

Teaching academic writing to English as a Foreign Language (EFL) students poses significant challenges, often requiring instructors to adapt their instructional strategies to effectively meet learners' diverse needs and contexts. This study investigates the impact of an adapted process genre writing model, enhanced with teacher-prepared materials,…

This study determines collaborative writing factors affecting English as a foreign language (EFL) students' writing performance (WP). The model draws on Bandura's social cognitive learning theory, focusing on environmental factors, individual beliefs, and behavioral factors. The questionnaires were delivered to 85 EFL students at a university in…