This study explored the relationship between task complexity, textual emotionality, and linguistic complexity in second language (L2) writing. Fifty-eight L2 English learners performed simple and complex versions of an argumentative writing task manipulated along with resource-­directing variables. The essays were first analysed for textual…

Background/purpose: This study examined Vietnamese English majors' competence and perception of academic collocations to determine the need for targeted instruction. The research aimed to identify specific challenges these learners face in learning and using academic collocations in their writing. Methods: The study involved 199 Vietnamese English…

This mixed methods study explores EFL students' experiences and perceptions as they learn to write a composition with ChatGPT's support in a classroom instructional context. Students' perceptions are explored in terms of their motivation to learn about ChatGPT, cognitive load and satisfaction with the learning process. In a workshop format,…

In the later years of undergraduate study, students read, process, and evaluate primary literature within specific fields of study. Shifting from textbooks to the vast amounts of peer-reviewed current literature can be difficult for students. This article details an innovative approach to helping students successfully make this transition through…

In this study, I used a case-based narrative inquiry to investigate the literacy narratives and the thinking about instructional practices of four teachers of students with complex support needs (CSN) from a small, rural school district in the Southwestern United States. I conducted initial and follow-up interviews and facilitated two focus groups…

Face-to-face and computer-mediated collaboration have been used extensively in educational practice. However, research on teaching writing skills for English as a foreign language under collaborative conditions has reported mixed or even negative findings. Cognitive load theory can be used to explain many of these contradictory findings. An…

This article presents study results on workplace writing from English-as-an-additional-language (EAL) employees' perspectives, and shares findings about how educational institutions in British Columbia can better prepare EAL students to write in the workplace. In post-secondary academic writing, content rather than writing accuracy is often…

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.…

Different approaches have been used to teach EFL students summary writing, including a genre-based approach (Chen & Su, 2012), implementing key words and question generation (Chou, 2012), and automatic scaffolding and concept mapping (Yang, 2015). This study aims to explore the effectiveness of another approach--one that might be more…

The study aims to explore how 18 M.A. TESOL students, who are prospective or experienced ESL/EFL teachers, perceive poetry writing in a second language. A qualitative interview-based design was utilized. Following Iida's (2012a) analytical framework in examining EFL students' perceptions toward writing haiku in English, this current study…