Knowledge of collocations is essential for English academic writing. However, there are few academic collocation referencing tools available and there is a pressing need to develop more. In this paper, we will introduce the ACOP (Academic Collocations and Phrases Search Engine), a newly developed corpus-based tool to search large academic corpora.…

Adopting a sequential explanatory mixed-methods approach, this study explored the impact of electronic writing portfolio on writing performance in English as a foreign language (EFL) context. Two intact classes were first selected and randomly assigned to an electronic writing portfolio group (22 EFL students) and a conventional (i.e. paper-based)…

This study set out to examine which peer review, face-to-face given orally or online given in writing, is more effective in improving the overall argumentative writing achievement of English as a foreign language (EFL) university learners. The study utilized an experimental design and reported on one experiment including online peer review (OLPR)…

As a primary form of communication in the global village, the importance of English writing cannot be emphasized enough. Most academic institutions regard training their students to write English effectively as a goal of the curriculum. Here in Taiwan is no exception to that; therefore, more and more colleges start to offer English writing courses…

The present study explored the impact of flipped classroom on English as a foreign language (EFL) students' global writing performance and writing complexity, accuracy, and fluency (CAF) through a quasi-experimental research design. In so doing, two intact classes were selected from an Iranian university as the participants of the study and they…

AWCF can facilitate academic writing development, especially for novice writers of English as a foreign language (EFL). Existing AWCF studies mainly focus on teacher and learner perceptions; fewer have investigated the error-correction effect of AWCF and factors related to the effect. Especially lacking is research on how successfully students can…

Despite the building up of research on the adoption of automated writing evaluation (AWE) systems, the differential effects of automated written corrective feedback (AWCF) on errors with different severity levels and gains across writing tasks remain unclear. Thus, this study fills in the vacuum by examining how AWCF through Grammarly affects…

This qualitative case study investigates the technology-enhanced constructivist learning environment (CLE) for developing undergraduate English-majors' research abilities at a Chinese university. The faculty group attempted at transforming an English Writing course into BA Thesis Writing, supported by a free online learning management system…

Feedback is generally regarded as an integral part of EFL writing instruction. Giving individual feedback on students' written products can lead to a demanding, if not insurmountable, task for EFL writing teachers, especially in classes with a large number of students. Several Automated Writing Evaluation (AWE) systems which can provide automated…

While the use of collaborative peer editing is widespread in some online learning contexts, little is known about how constituent editing behaviours impact student writing quality when using shared online documents as the mediating tool. Therefore, the present study (n = 176) examines the effects of English language learners' peer editing…

The purpose of this study was to investigate the possible effects of conducting regular collaborative activities via Google Docs on English academic writing skills. Utilising a mixed methods design, this study was conducted with 24 Vietnamese high school students who participated in a fully online English as a foreign language (EFL) course in…

While automated feedback is becoming readily accessible to student writers, how students employ resources and strategies to use such feedback remains largely unexplored. Informed by activity theory and the construct of appropriation, this study conceptualizes students' use of automated feedback as social appropriation mediated by resources and…

Although a number of studies examined the use of social networking sites (SNSs) in academic writing instruction, these studies mainly revolve around social media centered on microblogging features. Despite living in a visually dominated world, the potential of visual social media such as Instagram whereby the textual, the visual and the social can…

This research investigates the correlation between online self-regulation (OSR) and in class co-regulation (CR) within a flipped EFL (English as a Foreign Language) writing classroom. Employing a mixed methods approach, the study amalgamates descriptive and correlational quantitative data with qualitative interview data. Participants consisted of…

The Attention, Relevance, Confidence, and Satisfaction (ARCS) model provides a basis for integrating motivational dynamics and technological affordances into the design and implementation of instructions to maintain learner motivation and interest. Little attention has been paid to this potential in teaching the complex and often demotivating…