This study investigated the appropriate ways in offering immediate automated writing feedback within the framework of process-based writing pedagogy by comparing relative effects of two different automated writing evaluation (AWE) system application types on improving writing performance. The experiment took an initiative step in elucidating at…

The present study investigated the effects of offline vs. online digital storytelling on the development of EFL learners' literacy skills (reading and writing). Forty-two lower intermediate language learners participated in the study as the experimental (n = 21) and control groups (n = 21). The Reading-Writing section of the Key English Test was…

As familiar and widely used elements of second language pedagogy that can be leveraged in interesting new ways through the use of digital technology. The focus is on a set of affordances offered by Google Drive, a popular online storage and document-sharing technology. On the assumption that dynamic collaboration with peers, teacher feedback, and…

Writing at the high school level requires higher cognitive and literacy skills. Educators must decide the strategies best suited for the varying skills of each process. Compounding this issue is the need to instruct students with learning disabilities. Writing for students with learning disabilities is a struggle at minimum; teachers have to find…

This study looks at a specific application of Ainsworth's conceptual framework for learning with multiple representations in the context of using multiple sequential graphic organizers that are student-generated for a process-writing task. Process writing refers to writing that consists of multiple drafts. It may be a process of re-writing without…