To communicate effectively in any language, one needs to be competent in using four language skills; that is, reading, listening, reading, and writing- and accordingly the integrative skills instruction has come into prominence in L2 teaching. EFL teachers' beliefs, ideas, perceptions, attitudes are known to have a significant impact on their…

This literature review delves into the applications and implications of ChatGPT, an artificial intelligence-driven chatbot, in educational settings. As technology continues to permeate the field of education, ongoing debates persist regarding the potential impact on learners' critical thinking skills and the evolving role of educators. Instead of…

Writing is a fundamental skill in English language learning that requires the application of effective instructional strategies. Various strategies have been implemented in writing classrooms, including writing strategies, summarization, collaborative writing, specific product goals, word processing, sentence combining, prewriting, inquiry…

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,…

This dissertation explored Beninese English teachers' prior experience in writing in English and its implications for teaching writing in English in the Benin Republic. Grounded in a social constructionist paradigm, this dissertation used a qualitative research approach with initial survey, autobiographical narrative essay, and interviews to…

Computer-Assisted Language Learning (CALL) has evolved into an integral part of today's classrooms as a direct result of technological advancements. One of the most remarkable outcomes of CALL is the widespread use of Computer-Mediated Feedback (CMF) in classrooms. Notwithstanding that the previous studies have offered an insight into CMF, it has…

This research uses the theoretical framework of CALL normalisation developed by Bax (2003) and Chambers and Bax (2006) to offer a systematic review (Gough et al., 2012) of the uses and spread of data-driven learning (DDL) and corpora in language learning and teaching across five major CALL-related journals during the 2011-2015 period. DDL research…

Despite the growth of research on mobile technologies in educational contexts, research on language teachers' perceptions of mobile technologies -- particularly in the English as a Foreign Language (EFL) -- remains sparse. Hence, the present study explored EFL teachers' perceptions of using Google keyboard (Gboard) for L2 writing instruction. The…

This article reports on a two-phased research study on the promotion of learner autonomy conducted in a teaching college in Madagascar. Phase one aimed to help English as a Foreign Language (EFL) pre-service teachers improve their writing and simultaneously develop their self-regulated learning (SRL) skills through journal writing in a bespoke…

This research study explores the potential of a pedagogical model of self-regulated learning supported with Artificial Intelligence (AI) chatbots to enhance self-expression and reflective writing skills for novice EFL student teachers at Faculty of Education, Assiut University. The study adopted a pre-post quasi-experimental design, that starts…

Corrective feedback (CF) is regarded as a controversial topic, especially in writing skill. Some researchers have found it to be both meaningless and harmful, while others have researched the effects of different types of CF and found it to be good for language development in several ways. This made me interested in conducting a study focusing on…

Scoring rubrics are known to be effective for assessing writing for both testing and classroom teaching purposes. How raters interpret the descriptors in a rubric can significantly impact the subsequent final score, and further, the descriptors may also color a rater's judgment of a student's writing quality. Little is known, however, about how…

This study utilizing a sequential explanatory mixed-methods design explored the impact of mobile-based dynamic assessment (MDA) on EFL learners' writing skills. Three intact classes (N = 30), including intermediate EFL learners attending a private English language school in Iran, participated in this study. They were evenly divided into two…

This study proposed a set of measures for assessing noun phrase (NP) complexity in second language (L2) Chinese writing and compared the predictive power of these measures for L2 Chinese writing quality to that of a set of syntactic complexity measures based on the topic-comment unit (TC-unit). Our data consisted of 101 narratives written by…

This article analyses the practices, beliefs, and challenges of in-service Nepali EFL teachers who are required to carry out action research and submit a written report for their performance appraisal. We have analysed action research reports (n = 88) and interviews (n = 6) with public-school EFL teachers. The findings show that speaking,…