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Direct linkQiufang Zheng – Educational Technology Research and Development, 2025
In the context of process-oriented writing instruction, the significance of engaging students in draft revision is widely acknowledged (McGarrell and Verbeem, ELT Journal 61:228-236, 2007). Nevertheless, L2 learners often exhibit limited motivation for writing, leading to inadequate revision efforts. This quasi-experimental study investigates the…
Descriptors: Technology Uses in Education, Computer Assisted Instruction, Writing Instruction, Writing Evaluation
Lachner, Andreas; Backfisch, Iris; Nückles, Matthias – Educational Technology Research and Development, 2018
Students are often challenged by the demand of writing cohesive explanatory texts. Prior research has shown that providing students with concept map feedback that visualizes explanatory cohesion deficits helped students generate more cohesive explanations. We conducted an experiment to investigate whether the accuracy of the provided information…
Descriptors: Accuracy, Concept Mapping, Feedback (Response), Writing (Composition)
Mohamadi Zenouzagh, Zohre – Educational Technology Research and Development, 2020
This study investigates the potential of individual, collaborative, and E-collaborative writing modalities on the development of syntactic complexity (SC), their sustained effect on SC development, and the potential meditating role of SC of L1 (First Language) in SC of L2 (Second Language). To this end, 90 Iranian intermediate EFL learners…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Pretests Posttests
