Since its first appearance in the 1970s, the concept of 'metacognition' has received much scholarly attention. This study aims to examine metacognition as a process related to second language (L2) writing, and presents an attempt to teach metacognitive strategies to students to understand their effectiveness in developing writing skill. A blended…

The study identified the pragmatic competence level of the second language (L2) learners through Written Discourse Completion Test (WDCT) administered to purposively selected 40 first-year education students. A modified questionnaire based on Survey for Academic English Language Exposure (SAELE) was used to determine the effectiveness of academic…

This study investigated the effectiveness of using a social learning programme facilitated by Facebook to develop some creative writing skills and motivation to learn English among secondary-one school students. Seventy students in secondary-one grade in Al-Shahid Hussein A. Abdul-Raouf Mixed Secondary School in Al-Maabda in the second semester of…

This mixed-methods study attempts to explore the effects of TBLT on the development of Iranian high school students' writing skills. To this end, two entire classes were selected in Shahed high school in Borujerd City, Iran. The groups went through pre-test, intervention, post-test, and delayed post-test procedures. In addition, using a classroom…

Writing is one of the most crucial skills for EFL students and also one of the most difficult to acquire. Many students face difficulties when it comes to writing in English. To address this challenge, this study examined whether or not combining inquiry-based learning with visual literacy could enhance EFL students' writing proficiency in four…

Corpus-based approaches to language and literacy education, commonly known as data-driven learning (DDL), are increasing in prominence. However, the vast majority of DDL interventions involve adult tertiary level learners, leaving a dire need for comprehensive DDL studies for secondary education. The present study reports on a half-year DDL…

This study investigates how different form-focused instruction (FFI) timing impacts English as a foreign language (EFL) learners' grammar development. A total of 169 Chinese middle school learners were assigned to four conditions randomly: control, before-isolated FFI, integrated FFI, and after-isolated FFI. The three experimental groups received…

This article reports on an experimental study that set out to investigate and compare the effectiveness of a direct and an indirect approach to data-driven learning (DDL) in facilitating Chinese learners' mastery of a challenging type of lexico-grammatical resource (i.e. hedges) in an undergraduate English-as-a-foreign-language (EFL) writing…

This study compares the effect of ZPD feedback with explicit feedback on accuracy in second language (L2) writing. It also examines the effect of focused vs. unfocused ZPD feedback on L2 writing development during teacher-student tutorial sessions. Four participants wrote five persuasive essays and were provided with ZPD or explicit feedback…

The aim of this study was to investigate the effect of exposing learners to authentic online reading materialson their written outputs (writing summaries and reflective essays). The quantitative method specifically the one-shot pretest-posttest experimental design was adopted. An online course was designed learners writing through reading…

The present study explored the effects of interactionist Dynamic Assessment (DA) and age on the writing accuracy of IELTS candidates. This research investigated the existence of an interactional effect between the age of learners and the type of treatment they received. First, 140 IELTS candidates were split into two age groups, adult and young.…

Writing is hard for students who are learning English; they often find it challenging to transform what is on their mind in writing. Therefore, this study examined the relationship between the writing test and assessment writing through argumentative writing. Data was analyzed using the correlation test to determine the close relationship between…

Large Language Model (LLM) Functionalities, such as Chat Generative Pre-Trained Transformer (ChatGPT), are a form of artificial intelligence (AI) that have the ability to produce human-like writing in response to a wide array of input. As this technology has become a staple of everyday life, many educators find themselves rapidly redefining best…

Cognitive diagnostic assessment (CDA) intends to identify learners' strengths and weaknesses in latent cognitive attributes to provide personalized remedial instructions. Previous CDA studies on English as a Foreign Language (EFL)/English as a Second Language (ESL) writing have adopted dichotomous cognitive diagnostic models (CDMs) to analyze data…

The purpose of this study was to explore the nature of interactions among second/foreign language (L2) writing subskills. Two types of relationships were investigated: subskill-item and subskill-subskill relationships. To achieve the first purpose, using writing data obtained from the writing essays of 500 English as a foreign language (EFL)…