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Leila Behzadi Soufiani; Saeideh Ahangari; Mahnaz Saeidi – Language Teaching Research, 2025
Regarding the three main features of scaffolding, namely, contingency, fading, and the transfer of responsibility, contingency entails the assistance adjusted to a learner's existing level of understanding. The present study investigated the effect of the model of contingent teaching on improving Iranian English as a foreign language (EFL)…
Descriptors: Foreign Countries, English (Second Language), Second Language Instruction, Writing Skills
Adrian Leis; Tetsushi Takemori; Keita Abe; Elisa Himori; Rei Suenaga; Kota Umino – Language Teaching Research, 2025
In this study, the authors investigated the attitudes of Japanese junior high school students towards studying English from the perspective of the Self-worth Theory. A total of 383 students aged 12 to 15 years participated in the qualitative study. Students were required to write three essays about how they would react under hypothetical…
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction
Raymond Yasuda – Language Teaching Research, 2025
This study investigated the effect of consistent freewriting practice on written fluency development. Thirty-nine first-year university students completed 70 10-minute freewriting activities over the course of an academic semester. Written fluency, measured as words produced per minute (wpm), increased from a mean of 19.5 wpm to 30.1 wpm over a…
Descriptors: Language Fluency, Essays, English (Second Language), Language Tests
Mahmoud Abdi Tabari; Minyoung Cho – Language Teaching Research, 2025
To test the predictive power of the SSARC (stabilize, simplify, automatize, reconstruct, and complexify) model of pedagogic task sequencing in second language (L2) writing development, the present study explores the performance of written decision-making tasks with varied levels of cognitive complexity in a simple-to-complex sequence in comparison…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Advanced Students
Lee, Jooyoung – Language Teaching Research, 2021
Many international students in American universities are required to take writing courses in English as a second language (ESL) before participating in a mainstream first-year composition (FYC) course. Given that the goal of ESL writing course is to prepare students for FYC course, the connection between ESL and FYC courses is significant. This…
Descriptors: Case Studies, Second Language Learning, Second Language Instruction, English (Second Language)
Rahimi, Mohammad – Language Teaching Research, 2021
The impetus for the present study came from Ferris' (2010) article discussing the gap between theory, research, and practice in written corrective feedback (WCF). To address this gap, the present study aimed at comparing the impact of focused vs. comprehensive WCF and revision on the improvement of written accuracy of learners of English as a…
Descriptors: Error Correction, Writing Instruction, Essays, Writing Evaluation
Villarreal, Izaskun; Gil-Sarratea, Nora – Language Teaching Research, 2020
Collaborative writing (CW) has been proven advantageous to enhance the second and foreign language skills of university students. However, little research to date has explored whether CW practices are fruitful for secondary school learners in foreign language (FL) contexts, a population characterized by low language proficiency levels, and few…
Descriptors: Collaborative Writing, Instructional Effectiveness, Second Language Instruction, Second Language Learning
Benson, Susan; DeKeyser, Robert – Language Teaching Research, 2019
Most second language researchers agree that there is a role for corrective feedback in second language writing classes. However, many unanswered questions remain concerning the linguistic features to target and the type and amount of feedback to offer. This study examined essays by 151 learners of English as a second language (ESL), in order to…
Descriptors: Verbs, Error Correction, Morphemes, Second Language Learning
Zhang, Xiaoyan – Language Teaching Research, 2017
The study examines whether there is any difference between the effects of a reading-writing integrated task and comprehensive corrective feedback (CF) on English as a foreign language (EFL) learners' writing development, and whether the input language in the integrated task makes a difference in L2 writing development over time and the language…
Descriptors: Reading Writing Relationship, Error Correction, Pretests Posttests, Control Groups
Tsai, Kuei-Ju – Language Teaching Research, 2015
The present study investigates the collocational profiles of (1) three series of graded textbooks for English as a foreign language (EFL) commonly used in Taiwan, (2) the written productions of EFL learners, and (3) the written productions of native speakers (NS) of English. These texts were examined against a purpose-built collocation list. Based…
Descriptors: English (Second Language), Second Language Learning, Computational Linguistics, Phrase Structure
Abbuhl, Rebekha – Language Teaching Research, 2012
Skilled writers have at their disposal a range of rhetorical strategies for positioning themselves as competent members of a particular discourse community, including the judicious use of self-referential pronouns (e.g. "I," "she," "he") to overtly signal authorial presence. However, while researchers routinely recommend that second language (L2)…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Form Classes (Languages)
Williams, Lawrence; Abraham, Lee B.; Negueruela-Azarola, Eduardo – Language Teaching Research, 2013
A number of recent studies (see, for example, Lantolf, 2010; Negueruela & Lantolf, 2006; van Compernolle, 2011) have focused on the use of learning tools developed according to the principles of concept-based instruction (CBI). Using videorecorded data from interviews and observations of classroom instruction, our study seeks to contribute to…
Descriptors: Concept Formation, Second Language Instruction, Second Language Learning, Interviews

Adams, Rebecca – Language Teaching Research, 2003
Extends a study on the developmental effects of learners noticing differences between their own and native speaker output. Spanish learners were assigned to three groups: task repetition, noticing, and noticing + simulated recall. Learners noticed differences between their own essays and reformulated writing and that there were quantitative…
Descriptors: Essays, Language Research, Native Speakers, Recall (Psychology)
Hinkel, Eli – Language Teaching Research, 2004
This study analyses specific written discourse production in which NNSs' usage of English tenses and voice appears to be dramatically different from that of NSs. The data for the study narrowly focuses on a small number of verb phrase features, such as tenses, aspects and the passive voice, examining how they are presented in writing instruction…
Descriptors: Academic Discourse, Discourse Analysis, Verbs, Morphemes