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Direct linkQin, Wenjuan; Zhang, Xizi – Reading and Writing: An Interdisciplinary Journal, 2023
In successful writing development, English as a foreign language (EFL) learners not only need to acquire grammatical complexity (GC) features but also know when and how to use them flexibly across communicative contexts, known as register flexibility. The present study, guided by the sociocultural theory of language learning, examines descriptive…
Descriptors: Second Language Learning, English (Second Language), Writing (Composition), Grammar
Allen, Laura K.; Likens, Aaron D.; McNamara, Danielle S. – Reading and Writing: An Interdisciplinary Journal, 2019
The assessment of argumentative writing generally includes analyses of the specific linguistic and rhetorical features contained in the individual essays produced by students. However, researchers have recently proposed that an individual's ability to flexibly adapt the linguistic properties of their writing may more accurately capture their…
Descriptors: Essays, Persuasive Discourse, Writing Skills, Language Proficiency
Lee, Juhee – Reading and Writing: An Interdisciplinary Journal, 2020
This study examines the relative contributions of linguistic and affective variables to writing performance among students learning English as a foreign language (EFL) in South Korea. In total, 270 middle school students completed four language tests assessing their reading comprehension, grammar knowledge, and descriptive and argumentative…
Descriptors: Middle School Students, Structural Equation Models, English (Second Language), Second Language Learning
Dockrell, Julie E.; Marshall, Chloë R.; Wyse, Dominic – Reading and Writing: An Interdisciplinary Journal, 2016
To date there have been no systematic studies examining the ways in which teachers in England focus and adapt their teaching of writing. The current study addresses this gap by investigating the nature and frequency of teachers' approaches to the teaching of writing in a sample of English primary schools, using the "simple view of…
Descriptors: Writing Instruction, Teaching Methods, Foreign Countries, Elementary School Students
Jones, Susan; Myhill, Debra; Bailey, Trevor – Reading and Writing: An Interdisciplinary Journal, 2013
The role of grammar instruction in the teaching of writing is contested in most Anglophone countries, with several robust meta-analyses finding no evidence of any beneficial effect. However, existing research is limited in that it only considers isolated grammar instruction and offers no theorisation of an instructional relationship between…
Descriptors: Grammar, Writing Instruction, Evidence, Educational Benefits
Vanderberg, Robert; Swanson, H. Lee – Reading and Writing: An Interdisciplinary Journal, 2007
This study investigated the relationship between components of working memory (WM) and the macrostructure (e.g., planning, writing, and revision) and microstructure (e.g., grammar, punctuation) of writing. A battery of WM and writing measures were administered to 160 high-school students. Overall, hierarchical regression analyses showed that the…
Descriptors: Memory, Prewriting, Writing Processes, Revision (Written Composition)
