Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 2 |
Since 2016 (last 10 years) | 10 |
Since 2006 (last 20 years) | 11 |
Descriptor
Source
Author
Bennett, Randy E. | 1 |
Bokyoung Park | 1 |
Chen, Wenting | 1 |
Deane, Paul | 1 |
Harwood, Nigel | 1 |
Jookyoung Jung | 1 |
Khuder, Baraa | 1 |
Liu, Sha | 1 |
Liu, Yuanyuan | 1 |
Rahimi, Muhammad | 1 |
Ren, Wei | 1 |
More ▼ |
Publication Type
Journal Articles | 11 |
Reports - Research | 11 |
Tests/Questionnaires | 11 |
Education Level
Higher Education | 9 |
Postsecondary Education | 9 |
Adult Education | 2 |
Junior High Schools | 1 |
Middle Schools | 1 |
Secondary Education | 1 |
Audience
Location
China | 2 |
Iran | 2 |
South Korea | 2 |
Taiwan | 2 |
Idaho | 1 |
United Kingdom | 1 |
Laws, Policies, & Programs
Assessments and Surveys
International English… | 3 |
Test of English for… | 2 |
Foreign Language Classroom… | 1 |
Test of English as a Foreign… | 1 |
Writing Apprehension Test | 1 |
What Works Clearinghouse Rating
Bennett, Randy E.; Zhang, Mo; Deane, Paul; van Rijn, Peter W. – Educational Assessment, 2020
We evaluate how higher- vs. lower-scoring middle-school students differ in their composition processes when writing persuasive essays from source materials. We examined differences on four individual process features--time taken before beginning to write, typing speed, total time spent, and number of words started. Next, we examined differences…
Descriptors: Middle School Students, Writing Processes, Essays, Persuasive Discourse
Chen, Wenting; Ren, Wei – Language Awareness, 2022
Although research about the effectiveness of second or foreign language collaborative writing for jointly written products has proliferated in the last few decades, there has been less examination of whether and how pre-task preparation could maximize the language learning opportunities that collaborative writing can afford learners. Informed by…
Descriptors: Collaborative Writing, Accuracy, Language Fluency, Writing Instruction
Effects of Increasing the Degree of Reasoning and the Number of Elements on L2 Argumentative Writing
Rahimi, Muhammad – Language Teaching Research, 2019
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.…
Descriptors: Persuasive Discourse, Second Language Learning, Second Language Instruction, Accuracy
Liu, Sha; Yu, Guoxing – Language Learning & Technology, 2022
This study used eye-tracking, in combination with stimulated recalls and reflective journals, to investigate L2 learners' engagement with automated feedback and the impact of feedback explicitness and accuracy on their engagement. Twenty-four Chinese EFL learners revised their writing through Write & Improve with Cambridge, a new automated…
Descriptors: Eye Movements, Second Language Learning, Second Language Instruction, Feedback (Response)
Khuder, Baraa; Harwood, Nigel – Written Communication, 2019
This mixed-methods study investigates writers' task representation and the factors affecting it in test-like and non-test-like conditions. Five advanced-level L2 writers wrote two argumentative essays each, one in test-like conditions and the other in non-test-like conditions where the participants were allowed to use all the time and online…
Descriptors: Second Language Learning, Task Analysis, Advanced Students, Essays
Jookyoung Jung – English Teaching, 2017
The influence of task complexity on second language (L2) writing performance has been researched near-exclusively in relation to the linguistic complexity of the learners' written products, while only limited attention has been paid to the online writing processes. In order to fill this gap, the present study focused on the effects of task demands…
Descriptors: Korean, English (Second Language), Second Language Learning, Writing Processes
Liu, Yuanyuan – English Language Teaching, 2020
Writing anxiety is one of the most essential factors influencing language learning. The current study is to explore the effect of sentence-making practice on reducing writing anxiety of two classes of adult EFL learners, one in low-intermediate level (LI learners), the other in high-intermediate level (HI learners). Two classes received two-week…
Descriptors: Writing Apprehension, Second Language Learning, Second Language Instruction, English (Second Language)
Bokyoung Park – English Teaching, 2017
This study investigated Korean college students' performance as measured by two different vocabulary assessment tools (the Productive Vocabulary Levels Test (PVLT) and the Productive Vocabulary Use Task (PVUT)) and the relationship these assessments have with students' writing proficiency. A total of 72 students participated in the study. The…
Descriptors: Foreign Countries, Vocabulary Development, Language Tests, Second Language Learning
Tabari, Mahmoud Abdi – TESL-EJ, 2017
Much research has investigated the role of planning time in second language writing; however, the results show that there are inconsistent findings about the effects of planning time conditions on the complexity of the EFL learners' textual output. The current study attempted to consider the differential effects of planning time conditions in…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Persuasive Discourse
Yang, Hui-Chun – Language Assessment Quarterly, 2014
This study explores the construct of a summarization test task by means of single-group and multigroup structural equation modeling (SEM). It examines the interrelationships between strategy use and performance, drawing on data from 298 Taiwanese undergraduates' summary essays and their self-reported strategy use. Single-group SEM analyses…
Descriptors: Foreign Countries, Structural Equation Models, Writing Skills, Language Tests
Yang, Yu-Fen – Computer Assisted Language Learning, 2016
Recognizing that graduate students seldom have the opportunity to participate collaboratively, either in providing or receiving feedback to improve their academic writing skills, this study reports on the design of a computer-supported collaborative learning (CSCL) system used to investigate how graduate students transform and construct their…
Descriptors: Peer Evaluation, Feedback (Response), Writing Processes, Graduate Students