This study was conducted at a university based in KwaZulu-Natal, South Africa. The purpose of the study was to determine if the explicit instruction of selected grammar aspect, modal auxiliary verbs, improved students' ability to write English. The study was qualitative in nature and a case study design was adopted. The focus was in relation to a…

The aim of this study is to investigate issues of Indonesian EFL students' writing skills, covering ability, problem and reason why they got problems in writing comparison and contrast essay. The convergent parallel of mixed methods was used to explore these issues by involving 52 EFL students of IAIN Samarinda who enrolled the academic essay…

Organizing writing instruction around genres rather than rhetorical modes can be a highly effective and engaging preparation for students' academic and professional writing needs. The teaching/learning cycle (TLC) is a highly scaffolded curriculum model for teaching target written genres. In the TLC, the organization of and linguistic choices in a…

In a world that is fraught with a troubling political climate, Lu believes it is especially important that teachers provide guidance to students not only for their academic endeavors but also for their understanding of the complexities in language and the social implications of language varieties. With such belief in mind, she asks: How can…

This article describes a two-semester study of mixed (native and non-native speaking) writing groups in developmental college writing classes. The teacher assigned and observed writing activities and collected survey and interview data to determine the impact on the students' perceived writing abilities and attitudes toward paired and small group…

Twenty-three students with varying academic and linguistic profiles were taught a strategy for revising expository essays, using the Self-Regulated Strategy Development model for instruction. Students learned basic revising tactics and to consider text structure as they managed decisions on how to improve their essays. Instructional effects were…

This study examined the nature and frequency of error in high school native English speaker (L1) and English learner (L2) writing. Four main research questions were addressed: Are there significant differences in students' error rates in English language arts (ELA) and social studies? Do the most common errors made by students differ in ELA…

Understanding academic vocabulary is essential to student success in school. Use of academic vocabulary words in writing is considered one of the strongest measures of how well a reader understands a given word. In theory, willingness to use academic vocabulary in writing indicates the complexity of acquiring representations of the word's…