This book addresses the validity of think-aloud protocols (TAPs) in L2 writing research through a mixed methods study and proposes effective approaches for their valid implementation. The book uncovers the reactive effects that TAPs have on L2 writing performance and processes, and examines how individual factors moderate this reactivity. It…

This paper explores the reasoning processes expert teachers use when reading and responding to elementary students' writing. We report findings from a qualitative multi-case study drawing on "think-aloud" interview data from seventeen participants as they read and responded to narrative, informational, and opinion/argumentative drafts.…

Whether type of written corrective feedback (WCF) impacts L2 learning has been investigated for decades. While many product-oriented studies report conflicting findings, the paucity of studies adopting both a process-oriented and curricular approach (e.g., Caras, 2019) underscores the call for further research on: (1) the processing dimension of…

Purpose: This study aims to examine the writing outcomes of 6th-grade students learning English as a second language. Design/methodology/approach: In all 45 students in a text structure instruction (TSI) group were compared with 45 students in a self-regulated strategy instruction (SRSI) group and 43 students receiving traditional writing…

This study explored how undergraduate students perceive, self-regulate, and respond to feedback from instructors on written work. The general problem was that students in college are not prepared to practice metacognitive regulation to promote learning, particularly in the context of utilizing instructor feedback on written work to improve their…

There is an ongoing debate as to whether written corrective feedback (WCF) is effective for the improvement of adult second language (L2) writers' accuracy. Ever since Truscott (1996, 1999) began arguing against grammar correction in L2 writing courses, researchers have challenged his position (i.e. below). Although most of these studies show WCF…

This full-year experimental study examined how methods of writing instruction contribute to kindergarten students' acquisition of foundational and compositional early writing skills. Multiple regression with cluster analysis was used to compare 3 writing instructional groups: an interactive writing group, a writing workshop group, and a…

The objective of this study was to determine the effectiveness of a district-wide professional development effort based on a modified Ramp-Up Program, designed to help high school teachers improve the reading skills of their students. Ramp-Up is a two-year course that seeks to accelerate the learning progress of entering high school students who…

Focusing on the effects of three interventions on students' reading and writing of persuasive discourse, a study investigated (1) whether the writing of persuasive discourse can be improved by instruction, and (2) the effect of reading on writing and of writing on reading within the persuasive mode. Subjects, 100 Canadian sixth graders stratified…

This study investigated the relationship of first-language (L1) and second-language (L2) writing processes and possible effects of L2 writing instruction in an academic context on L1 and L2 writing strategies and attitudes. Specifically, the study asked whether (1) there are similarities and/or differences between Turkish and English writing…