This paper explores the literature on AWE feedback, particularly its perceived impact on enhancing EFL student writing proficiency. Prior research highlighted the contribution of AWE in fostering learner autonomy and alleviating teacher workloads, with a substantial focus on student engagement with AWE feedback. This review strives to illuminate…

Research on how peer feedback affects second language (L2) writing in higher education has been limited. This study examines the impact of peer feedback on revision and literature review writing in learners of Chinese as an L2 at a university in mainland China. The study analyzed feedback, revisions, and writing performance of 30 students. The…

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.…

Feedback is an essential component of learning environments. However, providing feedback in populated classes can be challenging for teachers. On the one hand, it is unlikely that a single kind of feedback works for all students considering the heterogeneous nature of their needs. On the other hand, delivering personalized feedback is infeasible…

The following review incorporates a systematic selection, coding, and analysis methodology in order to compile a corpus of empirical research studies that investigate the use of technology-mediated feedback in L2 writing contexts published from 2015-2019. Trends are identified by coding and quantitatively analyzing key parameters of the corpus,…

Giving effective writing feedback can be a challenge for any English instructor. Teaching students how to provide peer feedback can be problematic as well. Both these challenges may seem even more apparent when teaching online during a pandemic. Using Google Docs for collaborative writing feedback is one effective method for addressing both these…

In this article, we focus on the design of a second language (L2) formative feedback system that provides linguistic complexity graph reports on the writings of English for special purposes students at the university level. The system is evaluated in light of formative instruction features pointed out in the literature. The significance of…

This article considers the challenges heralded by digital technology in relation to the management of academic integrity on high-stakes Direct Entry English Programs in Australia. Firstly, a number of the ways in which students are using digital tools to complete assignment writing are examined. Secondly, findings from a review of academic…

Within higher education, it is often believed that the adoption of English-medium instruction (EMI) will provide domestic students with the language skills that will enable them to be more competitive in their future professional pursuits. However, research into language learning and EMI at the university level is very scarce. This study examined…

The rapid development of high technology and the Internet has made online learning increasingly popular, especially in the last few years when the COVID-19 pandemic appeared and spread worldwide. However, implementing online English courses in the pre-COVID-19 period was not prevalent; and only a few courses utilized new technologies to teach the…

This article reports on an English for academic purposes course designed following the tenets of content and language integrated learning (CLIL) to address the needs of language minority (LM) high school graduates entering Canadian universities. The language used in and required of post-secondary study is challenging for many LM students,…

The main objective of this article is to demonstrate with the help of learner corpus data the practical relevance of the phraseological dimension of language for writing assessment in higher education. Phraseological competence is now widely recognized as an important part of fluent and idiomatic language use, but its development has not received…

Much research work on teacher feedback has concentrated on the perceptions of students and teachers on feedback, but few studies have addressed the extent to which students respond to their teachers' written feedback, particularly at the tertiary level. This study analysed the extent to which students made appropriate revisions based on the…

This paper attempts to demonstrate the differences in writing between International English Language Testing System (IELTS) bands 6.0, 6.5 and 7.0. An analysis of exemplars provided from the IELTS test makers reveals that IELTS 6.0, 6.5 and 7.0 writers can make a minimum of 206 errors, 96 errors and 35 errors per 1000 words. The following section…