While the existing literature on collaborative writing has implied the benefits of its implementation in second language (L2) classrooms for students' language learning, the assessment of collaborative writing has received scant attention in both language assessment literature and L2 writing literature. This study proposes an assessment scheme…

The present study aims to explore critical thinking from EFL Thai students' perspectives in collaborative writing activity. The subjects were 32 second-year English major students composing paragraph writing in the Writing II course. They were divided into three groups based on their English proficiency: advanced, intermediate, and novice, and…

This study develops a student-centered project-based learning (PJBL) model tailored to enhance English writing skills for ESL learners by addressing challenges and leveraging effective strategies identified through their experiences. A qualitative case study approach was employed, and data were collected from nine ESL learners in Malaysia through…

Hattie and Timperley's (2007) model of effective feedback, widely used in teacher professional development, provides an easily-applied framework for thinking about the information contained in feedback. However, the model simplifies a complex phenomenon shaped in practice by interpersonal, disciplinary and institutional aspects. Examining the…

Weblogs offer a new writing and reading environment. Most people in the education process may improve their writing skills and achieve new perspectives related to writing via weblogs. In this study the changes that weblog writing process created in undergraduates'/candidate teachers' minds regarding writing are revealed. The weblog writing process…

Developed to evaluate secondary school students' writing fluency skills, this study is descriptive in nature and uses a mixed method approach. During the research, the researcher attempted to identify students' abilities to write in terms of quantity and complexity, on the one hand, and also attempted to identify findings on accuracy, the…

One of the outcomes of the policy emphasis upon skills formation in countries like Australia and the UK has been an increase in cross-disciplinary structured programs for higher research degrees raising implicit, but often unexamined, questions about the curriculum and expertise that should inform them. Key insights from applied linguistics and…

This article focuses on describing the interplay between teaching and learning practices in Higher Education and the disciplinary context of such practices. In particular, it aims to address the question of how course design, teaching, and learning activities take place within a particular academic culture and how those activities mutually shape…

This research is focused on dimensions of mathematical thinking among preservice teachers learning through the use of e-Portfolios. The data came from portfolios created and reconstructed by future mathematics teachers. Their process of reviewing and republishing pages through the Internet was constantly saved and reviewed in turn by the…

Although handwriting is often considered a matter of presentation, a substantial body of international research suggests that the role of handwriting in children's composing has been neglected. Automaticity in handwriting is now seen as of key importance in composing but this proposition is relatively untested in the UK and the assumption has been…

Purpose: To provide insights into approaches for conceptualising and producing case studies that will be appropriate for inclusion in educational and training programmes. Design/methodology/approach: The efficacy of a new process adopted in case writing, through "front loading" production of the teaching note, is described. An analogy is derived…

This is one in a series of eight discussion pamphlets produced by the Writing Across the Curriculum Project dealing with some of the issues connected with writing in the schools and their relation to learning. This pamphlet is specifically concerned with writing in the areas of geography, history and the social studies for the "teacher as…

Describes guidelines for writing teacher comments on English-as-a-Second-Language essays. The guidelines encourage teachers to comment between drafts, to offer students questions about their writing, and to include comments of praise and encouragement. (Author/VWL)

Relations between classroom contexts and young children's self-regulated learning were examined through the use of writing and portfolio activities. Findings support sociocognitive models of learning regarding how classroom contexts affect students' beliefs, values, expectations, and actions. (Author/GCP)

Offering guidance on diagnostic and developmental techniques, this teacher's guide helps teachers to assess pupils' understanding and day-to-day progress in writing and to identify appropriate next steps to help pupils make progress. The teacher's guide examines the process of writing, offering guidance on classroom activities relating to…