Adopting a "multiculturalism-from-below" approach and the perspective of public pedagogy, this study presents findings from a community-based research project that looked into a group of immigrant women writers' perceptions and experiences of everyday multiculturalism in the setting of a community writing workshop in Metro Vancouver, BC.…

To date, research into dynamic descriptions of text has focused mainly on the spoken mode; and while writing process research has examined language structures, it has largely ignored the functionality (meaning) inherent in them. Therefore, drawing on systemic functional linguistics (SFL) and keystroke logging software, this article takes a further…

Writing and reading are two interconnected literacy skills. In English as a foreign language (EFL) mixed-ability classes, the process genre approach (PGA) has become necessary for EFL students to exchange skills and processes of reading with writing academic paragraphs. This study examines and correlates the achievement scores of academic…

The role of corrective feedback in general and focused feedback in particular has been investigated widely in second language (L2) writing over the past several decades. Moreover, Dynamic Assessment (DA) with its roots in socio-cultural theory has been noticed to play a role in fostering language learner development and assessment. However, their…

The Curriculum and Assessment Policy Statement suggests that enhanced cognitive and metacognitive writing skills are achieved when the process approach is used to teach writing (DoE, 2012). This paper presents findings on the process approach instruction used in selected South African English first additional language writing classrooms. It…

In the light of the fact that the activity of writing as a basic and generic educational ability is of paramount importance for lifelong learning, i.e. for life and work of each individual, and bearing in mind the notion that writing as a complex activity requires a whole corpus of knowledge and skills necessary for successful realization, we…

Teaching academic writing to English as a Foreign Language (EFL) students poses significant challenges, often requiring instructors to adapt their instructional strategies to effectively meet learners' diverse needs and contexts. This study investigates the impact of an adapted process genre writing model, enhanced with teacher-prepared materials,…

The aim of this study is to determine the effects of a Process-Based Writing Modular Instructional Program (PBWMIP), supported with graphic organizers and formative assessment, on second-grade primary school students' writing compositions and attitudes toward writing. This quasi-experimental research design study was conducted with 40 second…

This study aims to examine the effects of the collaborative process writing approach on Thai EFL secondary school students' writing skills and investigate their attitudes towards the use of the collaborative process writing approach to developing their writing skills. The participants were sixty-two students studying at a Thai secondary school.…

This study tested the effectiveness of a writing planning strategy (STOP & LIST) with four struggling students from fourth grade. A multiple-baseline design (AB) was used with baselines consisting of between five and seven daily probes. The duration of the intervention was between five and seven 25-minute sessions. A randomization procedure…

Despite intensive essay writing courses at Saudi universities, ESL students are unable to develop their English writing skills. Finding an appropriate teaching approach, such as the process approach, may help them improve their writing abilities and enable them to do so more successfully. This research aims to find out how and what Saudi ESL…

This study investigated the impact of AI-driven brainstorming tools on process writing instruction and students' writing outcomes in the context of third-year Thai university students. A mixed-methods approach was employed to examine the effectiveness of AI-driven brainstorming tools, foreign English lecturers' preferences and comments towards…

While previous research has investigated the effectiveness of various second language (L2) writing instructional approaches upon students' writing performance, whether and how the instructional approaches relate to students' writing motivation and engagement remains largely unexplored. This study used the adapted Motivation and Engagement Scale…

This research was conducted to evaluate the efforts made by Turkish teachers on developing written expression in their classrooms by considering the basic principles of the process-based writing approach and to determine whether the students' written expressions meet the basic principles of the process-based writing approach. In this respect, the…

This current study investigated the correlation between the students' writing skills and each variable of metacognitive parameters, i.e. knowledge about cognition and regulation of cognition. We also examined the power of the correlation and its direction. We distributed Metacognitive Awareness Inventory for a comprehensive evaluation of the…