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Afrooz Dorri; Hossein Heidari Tabrizi; Ahmadreza Lotfi – International Journal of Language Testing, 2025
The impact of self- and peer-assessment strategies (assessment as learning) on the development of writing skill of EFL learners is a research area requiring more research studies. The present study aimed to investigate the impact of language assessment literacy enhancement (LALE) on Iranian high school English as Foreign Language (EFL) students'…
Descriptors: High School Students, English (Second Language), Second Language Learning, Second Language Instruction
Chen, Huimei; Pan, Jie – Asian-Pacific Journal of Second and Foreign Language Education, 2022
The role of internet technology in higher education and particularly in teaching English as a Foreign language is increasingly prominent because of the interest in the ways in which technology can be applied to support students. The automated evaluation scoring system is a typical demonstration of the application of network technology in the…
Descriptors: Comparative Analysis, Automation, Scoring, Feedback (Response)
Mark Feng Teng; Jerry Huang – International Journal of Computer-Assisted Language Learning and Teaching, 2025
Affective, behavioral, and cognitive engagements play crucial roles in how learners interact with and process written feedback on their language production. The present study examines the efficacy of peer feedback versus ChatGPT-generated feedback in an English as a Foreign Language (EFL) writing context. Participants (n = 169) were 1st-year…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Artificial Intelligence
Lijuan Han – SAGE Open, 2024
In this study, an explanatory sequential design was utilized to examine the impact of strategy-based instruction (SBI) on the writing performance and motivation of English as a Foreign Language (EFL) learners in a writing course. A total of 50 Chinese EFL students were selected from two intact classes and were randomly assigned to either the…
Descriptors: Metacognition, Writing Instruction, Teaching Methods, English (Second Language)
Christopher Saarna – International Journal of Technology in Education, 2024
This study seeks to clarify whether teachers are able to distinguish between essays written by English L2 students or generated by ChatGPT. 47 instructors who hold experience teaching English to native speakers of Japanese in universities or other higher education institutions were tested on whether they could identify between human written essays…
Descriptors: Identification, Artificial Intelligence, Computer Software, Grammar
Re-Imagining Narrative Writing and Assessment: A Post-NAPLAN Craft-Based Rubric for Creative Writing
Michael D. Carey; Shelley Davidow; Paul Williams – Australian Journal of Language and Literacy, 2022
According to creative writing pedagogies academic Susanne Gannon ("English in Australia, 54"(2), 43-56, 2019), and the Federal government-commissioned NAPLAN review (McGaw et al., 2020), NAPLAN has restricted how writing is taught in secondary schools. A NAPLAN-influenced structural approach to teaching writing has subsumed the…
Descriptors: Scoring Rubrics, Creative Writing, Writing Evaluation, National Competency Tests
Tay, Dennis – Journal of Statistics and Data Science Education, 2022
Metaphors are well-known tools for teaching statistics to novices. However, educators might overlook metaphor theoretical developments that offer nuanced and testable perspectives on their pedagogical applications. This article introduces the notion of metaphor types--"correspondence" (CO) and "class inclusion" (CI)--as…
Descriptors: Figurative Language, Teaching Methods, Statistics Education, Comparative Analysis
Masoud Rahimi; Jalil Fathi; Di Zou – Education and Information Technologies, 2025
Grounded in the activity theory, we adopted a sequential explanatory mixed-methods approach to explore the impact of automated written corrective feedback (AWCF) on English as a foreign language (EFL) learners' academic writing skills (i.e. task achievement, coherence and cohesion, lexicon, and grammatical range and accuracy). To this end, two…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Language Tests
Vatansever, Ayse; Toker, Türker – Malaysian Online Journal of Educational Technology, 2022
This study explores the influence of feedback mode on learners' behavioral and affective engagement through a mixed method research design. Fourteen English as a foreign language (EFL) learners at a Turkish university performed four writing tasks (i.e., two essays and two reports) throughout an authentic seven-week distance foreign language (L2)…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Feedback (Response)
Vandermeulen, Nina; Van Steendam, Elke; De Maeyer, Sven; Rijlaarsdam, Gert – Written Communication, 2023
This intervention study aimed to test the effect of writing process feedback. Sixty-five Grade 10 students received a personal report based on keystroke logging data, including information on several writing process aspects. Participants compared their writing process to exemplar processes of equally scoring (position-setting condition) or…
Descriptors: Intervention, Writing Processes, Feedback (Response), Futures (of Society)
Lan, Yu-Ju; Tam, Van Thi Thu – Educational Technology Research and Development, 2023
Using a smartphone is a very convenient way to learn languages in modern life. To understand the impact of the immersive environment created by a smartphone on essay writing in Chinese for second language learners, a study was conducted on 36 Vietnamese students in their first year at a university in Taiwan. This study adopted an experimental…
Descriptors: Video Technology, Teaching Methods, Telecommunications, Handheld Devices
Charoenchaikorn, Vararin – rEFLections, 2022
Addressing the lack of studies on L2 online and collaborative prewriting, this study examines L2 collaborative prewriting through voice chat. It explores the effects of an online prewriting condition (individual vs collaborative) on performance in subsequent individual writing as assessed by text length, accuracy, complexity, and analytical rating…
Descriptors: Prewriting, English (Second Language), Second Language Learning, Second Language Instruction
Lee, Jooyoung – Language Teaching Research, 2021
Many international students in American universities are required to take writing courses in English as a second language (ESL) before participating in a mainstream first-year composition (FYC) course. Given that the goal of ESL writing course is to prepare students for FYC course, the connection between ESL and FYC courses is significant. This…
Descriptors: Case Studies, Second Language Learning, Second Language Instruction, English (Second Language)
Fiona Kwai-peng Siu – Online Submission, 2023
Peer review is generally regarded as a useful learning tool for students, providing them with opportunities to interact with their peers when engaging in the process of critical reading and critical thinking, thus possibly raising students' motivation to learn. For peer review to be a manageable task for students, appropriate scaffolding is…
Descriptors: Student Attitudes, Peer Evaluation, Student Motivation, Learning Motivation
Khamboonruang, Apichat – rEFLections, 2022
Although much research has compared the functioning between analytic and holistic rating scales, little research has compared the functioning of binary rating scales with other types of rating scales. This quantitative study set out to preliminarily and comparatively validate binary and analytic rating scales intended for use in formative…
Descriptors: Writing Evaluation, Evaluation Methods, Second Language Learning, Second Language Instruction