The use of artificial intelligence in foreign language teaching, and particularly in teaching writing, is still under investigation for its potential positive impact and potential benefits. So far, the focus was on controversial uses, due to the challenges for the teachers. However, when used just for learning purposes, it can be a facilitating…

The interactions among cognitive, affective, and linguistic factors have received scant attention in task-based writing research. To address this gap, this study aims to examine the relationships among task complexity, task motivation, task engagement, and syntactic complexity in second language (L2) writing. One hundred L2 learners enrolled in an…

Translingual pedagogies have been proposed and implemented to respond to the increasing linguistic and cultural diversity in today's classrooms. However, the findings of translingual pedagogies on English as an additional language (EAL) writing vary from facilitating to undermining teaching and learning. To understand the empirical landscape of…

Background/purpose: Writing is an essential skill for EFL learners, and the development of flawless writing proficiency in English is the intended learner outcome of every writing course in an EFL program. Development of flawless writing skills involves perfection in orthography (spelling, punctuation, capitalization), grammaticality and syntax,…

Over the past two decades, multiple empirical studies have examined how teacher audio feedback works in EFL/ESL writing courses. This review explores instructor audio feedback studies in higher education writing contexts. Seventy empirical studies were identified in literature searches published between 2000 and 2022 in several academic databases.…

Given the demands of modern working life, university studies should support students' life-long learning and agency. This article explores the types of agency learners from an English for Academic Purposes (EAP) course described in interviews. The interviews were conducted in two groups in 2 consecutive years, in two stages: at the end of the EAP…

This research explores the impact of ChatGPT, an AI tool, on ESL students' writing proficiency at a Saudi Arabian university. Using a mixed-methods approach, data from 130 students showed a significant positive effect on their writing. A focus group interview with six students highlighted opportunities such as personalized feedback, language skill…

Paul Kei Matsuda has written about the divide between US composition and applied linguistics, which he attributes to an institutionalization of the division of labour between applied linguistics and composition in the early 1960s. Therefore, when language concerns resurfaced in composition in the early 2000s, this division of labour led to a…

This study synthesised previous literature focused on college English for Academic Purposes (EAP) programmes for writing. A meta-analysis of identified longitudinal studies (14 samples; 175 effect sizes; N = 602) revealed that the students improved their English writing through EAP programmes (d = 0.45, SE = 0.07, p < 0.001). By computing…

A thriving body of literature has identified student voice as being vital to education and literacy development. However, the understanding of multimodal student voice representation is still modest in literacy-based pedagogical practices. Thus, this article presents a study that examined the development of students' multimodal authoring through…

In university-level composition courses, assignment prompts are fundamental in shaping students' understanding of major writing projects. Aiming to be instructive and descriptive while also clear and concise, instructors use a series of moves (Swales, 1990) and modals in writing assignment prompts to express requirements, suggestions, and…

Against a backdrop of increasing internationalization in higher education, students and teachers frequently move between learning-to-write and writing-to-learn. For example, in English as a foreign/second language (EFL/ESL) classrooms, learning-to-write would be a priority, whereas in English as a medium of instruction (EMI) classrooms,…

This study aimed to determine non-native speakers of English academics' knowledge and awareness of conventions and norms of academic writing (AW), to develop an online professional development model addressing all disciplines, and to evaluate the effect of this model on their AW performances with their views on the model. The study was based on…

This dissertation considers how English for Academic Purposes (EAP) instructors can reimagine notions of academic writing by exploiting multimodal texts in ways that invite students' fuller language repertoires into the classroom. Using ethnographic data collected during the Spring 2022 semester of a college EAP class, this study argues that a…

As writing pedagogy gains distinct footholds in university classrooms in India, it is worth retracing some of its steps to the shaping influence of composition pedagogies in the United States. In this article, the authors recount their experiences of using the concept of conversation to enable academic writing in their classrooms. Each narrative…