This article describes a student-led assessment of a writing showcase event sponsored by a composition learning community at an urban R1 university. Participants conducted student-to-student interviews at the semi-annual writing showcase event to help assess whether and how the learning community event supported learning outcomes. The interviews,…

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,…

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…

Although a growing body of research in writing has suggested that females outperform males in many aspects of writing, our understanding of gender differences is still limited. The present study aimed to examine the potential sources of gender differences in writing fluency and text quality across Arabic as a first language (L1) and English as a…

The present study peruses EFL learners in a kind of process-product approach in writing and investigates the possible effects of teachers' direct and indirect corrective feedback in four English language institutes in Isfahan, Iran. Four groups of intermediate students participated as a case in this study. The total number of participants was 120…

Whether type of written corrective feedback (WCF) impacts L2 learning has been investigated for decades. While many product-oriented studies report conflicting findings, the paucity of studies adopting both a process-oriented and curricular approach (e.g., Caras, 2019) underscores the call for further research on: (1) the processing dimension of…

The first language (L1) use is vital to developing the quality of second-language (L2) writings. Establishing a clear argument with the logical flow in L2 can be a daunting task for learners with low L2 proficiency. To determine if L1 use is positively related to students' L2 texts, the researcher conducted a comparative study with 77 Japanese L2…

This essay brings to light new evidence about the relationship between revision and reflective writing in the first-year writing classroom. Based on a robust study of student work, we illuminate a variety of complex relationships between the writing knowledge that students articulate in their reflections--including how they narrate their course…

The vast majority of EFL learners found reading and writing quite challenging learning activities to engage in. This has also been the case in our EFL class. As a result, many of them feel discouraged to read and to write. These barriers also led to poor achievement in these language skills. To deal with such an issue, EFL teachers need to design…

In response to educational issues at levels from national, institutional, to pedagogical concerns, this study aims to examine the influence and the effectiveness of the review strategies on the writing performance of first-year Thai undergraduates as well as how the perceived strategies are in the students' views. In the mixed-method study, the…

The objective of this action research study was to assess the impact of the Process-Based Approach (PBA) on the development of the writing skills of young students who are learning English as a Foreign Language. The participants included 12 third-grade students from a bilingual private school in Manizales, Caldas. Six workshops were implemented,…

Cognitive complexity is traditionally used for describing human cognition along a simplicity-complexity axis in tests like TOFEL IBT and GRE where text creation and rhetorical organization are quintessentially important. Accordingly, this study sought to investigate the impact of mentor text modelling on cognitive complexity of academic writing…

This study investigated the appropriate ways in offering immediate automated writing feedback within the framework of process-based writing pedagogy by comparing relative effects of two different automated writing evaluation (AWE) system application types on improving writing performance. The experiment took an initiative step in elucidating at…

Despite the recent development of automated writing evaluation (AWE) technology and the growing interest in applying this technology to language classrooms, few studies have looked at the effects of using AWE on reducing grammatical errors in L2 writing. This study identified the primary English grammatical error types made by 66 Taiwanese…

Writing plays a significant role in language learning. Previous research has reported on the effectiveness of several approaches to develop writing skills to enhance writing competence, but little attention has been given to the paragraph writing of elementary students. The present qualitative action research study used artifacts, teacher's…