With the increased rigor of academic standards, high expectations of academic writing skills have been imposed on students in U.S. K-12 schools. For English learner (EL) students who cope with the dual challenges of learning rigorous subject matters and developing their English language proficiency simultaneously, extra support and effective…

This study examines the potential of ChatGPT to enhance grammar development in an academic writing context, where grammar instruction is often overlooked. Adopting a qualitative case study, this research explores how a localized version of ChatGPT can assist first-year undergraduate students in improving their grammar in writing tasks. The study…

Automated writing evaluation (AWE) systems have been introduced to ESL/EFL classes in the hopes of reducing teachers' workloads and improving students' writing by providing instant holistic scores and corrective feedback (Jiang & Yu, 2020; Link et al., 2014; Ranalli & Yamashita, 2019; Warschauer & Ware, 2006). When it comes to…

This paper computes estimates of the potential for Extensive Reading (ER) and Extensive Viewing (EV) to support the academic and discipline-specific vocabulary needs of students. While research into ER/EV for general vocabulary is well-established, only recently has academic vocabulary begun to be researched. Given curriculum time constraints,…

This study investigates the possibility and efficacy of paper-based, in-class, data-driven learning (DDL) of academic lexical bundles below the C1 level of proficiency described by the Common European Framework of Reference (CEFR; advanced high ACTFL). A two-stage experimental design involving three groups (n = 41) and 24 two-to-four word academic…