Multilingual college students often struggle with writing and revising for academic purposes. This dissertation explored the effectiveness of a Concept-Based Language Instruction (C-BLI) approach to teaching revision processes to college-level multilingual writers. Although a significant body of research exists on effective feedback on…

In recent decades, a plethora of empirical work has indicated that collaborative writing (CW) affords more opportunities for collective scaffolding and language negotiation (Li & Kim, 2016; Li & Zhu, 2013; Storch, 2019) and promotes the development of second language (L2) writing skills (Bikowski &Vithanage, 2016; Storch, 2013; Strobl,…

Synthesis is one of the most cognitively demanding practices novice writers must undertake, and research demonstrates that first-year students' synthesis writing practices result in more knowledge "telling" rather than knowledge creation and transforming. Pedagogies used to teach synthesis often focus on developing text-building…

This dissertation reports on the evaluation of a computer-mediated collaborative animation description task, where synchronous corrective feedback (SCF) serves as the primary source for grammar learning. The evaluation was conducted in an English-as-a-Second-Language (ESL) writing program at a large research university in the United States. Using…

This three-article dissertation explored tutors' perceptions of online writing tutoring. Article One is a literature review of writing programs, culmination with a discussion of online writing tutoring. Article Two is a qualitative case study that investigated how tutors perceive their work using both asynchronous and synchronous modes of tutoring…

This dissertation studies attitudes of the Saudi university learners studying English as a Foreign Language (EFL) toward using the Computer-assisted Writing (CAW) applications, e.g., up-to-date versions of word processing programs, for doing English writing assignments. Research has confirmed that CAW applications, e.g., up-to-date versions of…

With the rapid development of Web 2.0 in the field of education, which allows users to interact and collaborate with teachers and peers on the web, many researchers have focused on exploring the developments of using Course Manage System (CMS) in service of L2 writing (e.g., Chun, 2011; Warschauer & Grimes, 2007). Simultaneously, participation…

In this multiple-case study, the author investigated fully online students' perceptions of and experiences with asynchronous and synchronous writing support options of an institutional writing center and a commercial tutoring service. This dissertation used a multiple-case study design (Merriam, 1998, 2009; Yin, 2009) to ascertain which features…

An interest in writing practices in the state of Kansas led to a statewide survey of middle school teachers to examine key writing practices and issues. Questions focused on teacher preparation, beliefs, self-efficacy, and sense of responsibility to teach writing; use of evidence-based writing practices; the role of assessment; technology; types…

The purpose of this study was to investigate the impact standards-based aligned computer-assisted writing instruction had on improving writing scores for eighth-grade students that attend an urban middle school. The researcher wanted to remedy the problem of low writing achievement of eighth-grade students and determine if writing across the…

A single subject study with multiple baselines across participants was used to explore the effect of giving access to picture-to-text software for writing to young students, with moderate autism, and documented difficulties with written language. For this intervention study, three participants, who had strengths in visual processing and who were…

Developmental writers have long been viewed as marginalized, and one course delivery method which might disrupt this marginalization is computer-assisted personalized system of instruction (CAPSI), which has proven successful in many disciplines. However, research on CAPSI writing courses is minimal, and there have been no published articles about…

This dissertation presents an innovative approach to the development and empirical evaluation of Automated Writing Evaluation (AWE) technology used for teaching and learning. It introduces IADE (Intelligent Academic Discourse Evaluator), a new web-based AWE program that analyzes research article Introduction sections and generates immediate,…