As an important instructional affordance, teacher written feedback is widely used in second language (L2) writing contexts. While copious evidence has shown that such a pedagogical practice can facilitate L2 learners' writing performance, especially their writing accuracy, little is known about how novice writing teachers conceptualize and enact…

This qualitative research seeks to understand L2 student writers' perceptions of writing anxiety when drama-based pedagogy and linguistic guidance are provided. This study draws on a qualitative analysis of 22 English-as-a-foreign-language (EFL) students' episodes of dramatic presentations, reflections, interviews, and English essays collected…

Both Native English-Speaking Teachers (NESTs) and Non-Native English-Speaking Teachers (NNESTs) may have advantages as writing instructors, yet little is known about how they actually influence writing in EFL contexts like South Korea. To address this issue, 76 high proficiency Korean EFL university students from the International Corpus Network…

Assessing writing is a demanding task. If a lecturer of writing is not prepared with a reliable scoring rubric, the students' real performance might not be known. One of the well-known English as a second language (ESL) writing rubric is the Jacobs ESL Composition Profile which was developed by Jacobs, Zingraf, Wormuth, Hartfiel, & Hughey in…

This research was conducted to find the interactive influence between the teaching approach of writing and the type of cognitive style of students to the improvement of students writing ability. There are three teaching approaches applied in this research: product oriented, process oriented and multidimensional approach. Student cognitive style as…

A teacher's response is a key element in students' motivation and achievement in college writing courses. The area of Written Corrective Feedback (Ferris, 1999; Truscott, 1996) has been extensively studied in second language (L2) writing scholarship, but that research, to date, has not elucidated why individual instructors respond to students'…

Engaging students in writing is a challenge for language teachers. Nowadays, some students have low engagement in writing classes because the genres of writing inside the classes are disconnected from students' real lives. Since today's students are close to social media, integrating it into writing activities can promote student engagement in the…

Integrating service-learning into content courses is a growing pedagogical model expanding in higher education institutes in many countries. To examine the application of this approach in English L2 writing classes, this study embarked on a tutor-tutee mentoring project at a Taiwanese university. The participants in this study served as writing…

The principal purpose of this paper is to critically examine and evaluate the efficacy of the principled eclectic approach to teaching English as second/foreign language (ESL/EFL) writing to undergraduate students. The paper illustrates that this new method adapts mainstream writing pedagogies to individual needs of learners of ESL/EFL in order to…

Recent literature on the use of exemplars in the context of higher education has shown that exemplar-based instruction is implemented in various disciplines; nevertheless, how exemplar-based instruction can be implemented in English-as-a-Second-Language (ESL) writing classrooms in higher education institutions remains under-explored. In this…

This case study examines the differences in comments offered by asynchronous online writing center consultants to L1 and L2 speakers and examines the potential disconnects in consultant perceptions of their practice. The researchers collected and coded sample papers and interviewed participants to contextualize data from the quantitative portion…

In the past decades, interests in L2 (English as a second language) students' language socialization in academic communities have increasingly grown since more and more L2 students have enrolled in universities in the Western world. Previous studies centered on L2 students' attempts to obtain academic discourses as well as linguistic and cultural…

This study sets out to investigate a teacher's and her students' perceptions of written teacher feedback in a college English as a foreign language (EFL) writing class in China. Essays, questionnaires, and interviews were employed to identify the types of feedback given by the teacher, the perceptions and preferences of students and the…

Investigations into ways students learn to learn have been carried out for decades, with the results of interest to teachers and students as well as to researchers. The present case study aims to add to what we know about learner strategies by reporting the efforts of one student who had, at the time of her studies, no theoretical knowledge of the…

This paper aims to investigate the efficacy of two commonly used techniques of feedback in teaching writing: teachers' feedback and peers' feedback in the Saudi educational context. The study was comprised of 132 Saudi EFL students enrolled at the Department of English in the University of Hai'l. The data collection was carried out through a…