Many undergraduate research capstones require research papers that include a literature review. This study assessed whether modifications made to teaching of a literature review resulted in significant changes to quantified measures of assessment. Literature reviews in the final economics capstone research papers of 212 students from the 2005-2016…

Background: The teaching of reading strategies that enhance comprehension is a priority for many practising lecturers involved in academic literacy programmes. However, due to the unprepared nature of a large section of students entering the Higher Education system, a number of students have been found to lack basic literacy skills such as reading…

Background: Much of the evidence underlying guidelines for producing accessible information for people with aphasia focuses on client preference for particular design features. There is limited evidence regarding the effects of these features on comprehension. Aims: To examine the effects of specific design features on text comprehension. It was…

This study investigates the roles of indirect asynchronous electronic feedback (e-feedback) and direct corrective feedback (CF) on calque and collocation errors produced by Thai undergraduate students. The study also explores the factors influencing their ability to benefit from the feedback. Six cases were divided into two groups (Group 1: direct…

The effects of social annotation on critical literacy remain controversial, and little research has explained why some students can benefit from social annotation in critical literacy, and some cannot. This chapter investigates the effects of social annotation on critical literacy and the interactive patterns of social annotations. The…

Web-based writing tools, which allow multiple writers to share and edit the same document, have attracted significant attention as computer-assisted language learning tools in the past decade. However, how L2 writers contribute to the shared document as a social action for interacting with other cowriters remains underexplored in L2 research.…

Writing in English holds great importance throughout the world, especially when it comes to academic and professional excellence. Therefore, writing in English is given due status in Pakistan too. However, despite learning English for years, Pakistani students face difficulty in writing like other foreign language learners. One of the major issues…

Students with emotional or behavioral disorders (EBD) perform academically below their peers. One area of particular challenge is written expression. Using a multiple-probe design across participants, this study evaluated the effects of GO 4 IT . . . NOW! strategy instruction on the writing skills of three students with EBD, ages 11-14. The…

This study aims at comparing the effect of single- and dual-annotation modes, working memory (WM), and three tasks of different involvement loads (sentence writing, close deletion, and paragraph writing) on passive and active vocabulary development of proficient English as a foreign language (EFL) learners. While listening to an expository text,…

Enhancing paragraph writing skill of students addresses the issues of writing. To see the paragraph writing skill enhancement of students and finding out the significant difference in paragraph writing skill enhancement between students acquired Individual Process Approach and students acquired Collaborative Process Approach are the aims of this…

The present study used a multiple-baseline, single-case experimental design to investigate the effects of a multicomponent intervention on construction of simple sentences and word sequences. The intervention entailed sequential delivery of sentence instruction and frequency building to a performance criterion and paragraph instruction.…

Written expression is often difficult for students with and without learning disabilities. Research-based strategies to support this essential skill include self-regulated learning strategies, technology, and tools for planning and writing. This article describes a multifaceted technology-based writing intervention with embedded self-regulated…

The poster discusses the possibilities of technology-assisted peer feedback in English as a Foreign Language (EFL) writing classrooms among low proficiency students. It is a part of an ongoing research project developed after a study conducted in the first half of 2019 (Lazic & Tsuji, 2020a, 2020b). The first goal is to explore the…

Teachers of writing have two options available to them when it comes to teaching paragraphing. There are, broadly speaking, either "laissez faire" approaches, or tightly prescriptivist ones. While the latter approaches have, at times, been challenged, they are entrenched in textbooks and testing rubrics, and are highly influential in…

This classroom-based study examined the effect of collective peer scaffolding activity on self-revised as well as new narrative and descriptive paragraphs developed by 32 EFL university students in a paragraph writing course in Iran. Each genre was discussed and practiced every other week and was followed by a collective peer scaffolding session.…