This exploratory study focuses on the use of ChatGPT, a generative artificial intelligence (GAI) tool, by undergraduate engineering students in lab report writing in the major. Literature addressing the impact of ChatGPT and AI on student writing suggests that such technologies can both support and limit students' composing and learning processes.…

Peer review is useful for providing students with formative feedback, yet it is used less frequently in STEM classrooms and for supporting writing-to-learn (WTL). While research indicates the benefits of incorporating peer review into classrooms, less research is focused on students' perceptions thereof. Such research is important as it speaks to…

The mixed-method study firstly drew on regression analysis to check what influential variables were in constructing authorial voice of 45 Chinese MTI students (postgraduates) in an EFL writing course, and then based upon quantitative findings, qualitatively examined how students' EFL writing may resonate with voice teaching in the course with data…

Investigating how learners incorporate feedback into drafts is crucial, as feedback alone does not ensure effective implementation. Writing instructors can offer technology-mediated feedback rather than traditional methods, a practice supported by current research, for managing feedback processes and improving uptake. Consequently, this study…

This intervention study aimed to test the effect of writing process feedback. Sixty-five Grade 10 students received a personal report based on keystroke logging data, including information on several writing process aspects. Participants compared their writing process to exemplar processes of equally scoring (position-setting condition) or…

Within the burgeoning literature on online formative assessment mediated by particular ICT tools in writing courses, the scrutiny focusing on the enactment of assessment for learning (AfL) in the similar context has been inadequately addressed. This current study, therefore, is in an attempt to fill this empirical void by exploring how EFL…

Revision is a challenging step of the writing process and students often focus their attention to mechanics or grammar instead of making organizational and meaning changes. It is important for students to critically read and independently evaluate their work when revising. This practitioner article discusses the importance of genre-specific…

Despite the growing interest in investigating the pedagogical application of Automated Writing Evaluation (AWE) systems, studies on the process of AWE-supported writing are still scant. Adopting activity theory as the framework, this qualitative study aims to examine how students incorporated AWE feedback into their writing in an English as a…

This study used eye-tracking, in combination with stimulated recalls and reflective journals, to investigate L2 learners' engagement with automated feedback and the impact of feedback explicitness and accuracy on their engagement. Twenty-four Chinese EFL learners revised their writing through Write & Improve with Cambridge, a new automated…

Although it remains controversial, machine translation (MT) has gained popularity both inside and outside of the classroom. Despite the growing number of students using MT, little is known about its use as a pedagogical tool in the EFL classroom. The present study investigated the role of MT as a CALL tool in EFL writing. Most studies on MT as a…

Peer review is an established strategy for improving the quality of students' writing. This study moves beyond the focus on outcomes to assess the peer-review process. In particular, this study focuses on the timing of the peer review, a highly structured feedback form, and student writers' revisions after engaging in peer review. This study draws…

This mixed-methods study investigates writers' task representation and the factors affecting it in test-like and non-test-like conditions. Five advanced-level L2 writers wrote two argumentative essays each, one in test-like conditions and the other in non-test-like conditions where the participants were allowed to use all the time and online…

This study used a multiple-probe, multiple-baseline single-case design to investigate the efficacy of planning, and then revising strategy instruction using self-regulated strategy development on the compare-contrast writing performance of three late elementary students with language-learning disabilities. After receiving the planning instruction,…

This study reports on how students construct new language knowledge by indirect feedback in web-based collaborative writing. Indirect feedback (text organization, reader-based perspectives, and clarity of purpose) encourages students to negotiate meaning instead of merely copying peers' direct feedback on grammatical corrections. According to the…

Students often express surprise at their grades on papers. This gap between expectation and achievement may stem in part from lack of facility with revision strategies. How, then, can teachers work with their students to foster more effective revisions? This question in teaching and learning has inspired an interdisciplinary collaboration: one of…