Writing skills are the most difficult language skills for students, especially those students with English as a Second Language (ESL) and as an English Foreign Language (EFL) in various academic institutions. This situation has made most college students fail to write effective academic works. This study assessed the effectiveness of the Editing…

Feedback is an essential aspect of the teaching and learning process since it can objectively describe the learner's performance and guide him through revising their work to improve their academic performance. Studies regarding its application in education have recorded significant pedagogical benefits at the teaching and learning levels. The…

Various forms of proofreading of student writing take place in university contexts. Sometimes writers pay freelance proofreaders to edit their texts before submission for assessment; sometimes more informal arrangements take place, where friends, family, or coursemates proofread. Such arrangements raise ethical questions for universities…

The correct use of collocations and prepositions plays an essential role in writing. Previous research has demonstrated that students, who master these lexical elements, have a better language awareness, improve their reading and listening comprehension, and are more creative when making a composition. However, little specific work has been done…

This exploratory study aims to analyse the nature of peer feedback during a collaborative writing assignment, and to identify the possible effects of feedback on the revision of a text written by university students in a blended learning environment. Under analysis are two different graduate courses in academic writing, during which, over a period…

The number of emergent bilingual students in schools is growing, highlighting the critical need for effective and inclusive instruction. This Spotlight explores strategies to best support these learners in their language acquisition and academic success. From expanding dual-language immersion programs to overhauling instructional models for…

Grounded in the activity theory, we adopted a sequential explanatory mixed-methods approach to explore the impact of automated written corrective feedback (AWCF) on English as a foreign language (EFL) learners' academic writing skills (i.e. task achievement, coherence and cohesion, lexicon, and grammatical range and accuracy). To this end, two…

In this research study, unlike previous studies that have examined the advantages of peer review for low proficiency students, uses a longitudinal action mixed methods design is used to explore the impact of peer review on the academic writing of students with low English proficiency. The format was a longitudinal action study, which analyzed the…

Recent studies have highlighted the significance of learners' engagement with written corrective feedback (WCF). However, comparative studies exploring graduate students' engagement (i.e., cognitive, affective, and behavioral) with peers and teachers' feedback in an L2 writing course is scarce. Hence, this multiple case study, using various…

In modern L2 academic writing enterprises, teacher-written corrective feedback can be either facilitating or debilitating depending on language teachers' understanding, actual practices, and specific-classroom situations. Through this present small-scale qualitative investigation, the researcher attempted to exhaustively investigate English…

Teacher feedback has been reported to be challenging for learners to understand and use productively in revising their writing, especially when it is provided in a monologic manner. There have thus been calls for teachers to ensure feedback is more 'dialogic' or 'interactive', encouraging students to become active respondents to feedback rather…

Pragmatic markers perform important communicative functions, but they can be difficult to learn in a second language because of their multifunctionality and lack of salience during communicative events. This study has two goals: (1) to describe the communicative functions of the pragmatic marker "I mean" in academic discourse; and (2) to…

This research compares how second language learners process two types of written feedback: reformulation and direct correction. On a two-stage composition-and-comparison task, 22 adult learners of English as a second language taking an academic writing course at a large midwestern U.S. university participated in a repeated-measures study in which…

This study investigated the beliefs and practices of Chinese EFL supervisors regarding their written supervisory feedback strategies for undergraduate English majors' bachelor's thesis drafts at a Chinese public university. Qualitative data obtained from semi-structured interviews with six EFL supervisors and the text analysis results of the…

Theoretically emerged from Vygotsky's sociocultural theory of mind (SCT), Dynamic Assessment (DA) highlights the notions of mediation and reciprocity as the dynamics of learners' progress toward independent functioning. As a qualitative inquiry into the nature of Iranian EFL learners' development in DA based academic writing courses, this study…