This study reports on how the supplementation of online resources, informed by systemic functional linguistics (SFL), impacted English-as-a-foreign-language (EFL) student writers' development of critical thinking skills. Through qualitative analyses of student-teacher interactions, interviews with students, and students' written documents, the…

Generation 1.5 students, foreign-born children of first-generation immigrants, complete some or most of their K-12 education in the United States. Their oral communicative competence may be advanced, but their academic language proficiency may still be underdeveloped when they enter college. In 2013, SB1720 made placement testing optional for most…

The study utilised a fine-grained diagnostic checklist to assess first-year undergraduates in Hong Kong and evaluated its validity and usefulness for diagnosing academic writing in English. Ten English language instructors marked 472 academic essays with the checklist. They also agreed on a Q-matrix, which specified the relationships among the…

This qualitative study examines the unique challenges of multilingual students (referred to in the study as "L2 students") in a first-year writing class at a large public U.S. university. Following a case-study approach, the experiences of three L2 students, three native English-speaking students (referred to in the study as "L1…

This study compares the effectiveness of online textual glosses enhanced with modified corpus-extracted sentences presented in concordance lines and textual glosses enhanced with dictionary definitions drawn from an online learner's dictionary for academic vocabulary learning at higher proficiency levels. Particularly, the study aimed to determine…