The current paper reports an empirical study of asynchronous online group review of argumentative essays among nine English as foreign language (EFL) Arab university learners joining English in their first, second, and third years at the institution. In investigating online interactions, commenting patterns, and how the students facilitate text…

The educational use of computer-based feedback in the classroom is becoming widespread. However, less is known about (1) the extent to which tools influence how instructors provide written and oral comments, and (2) whether receiving oral or written feedback influences the nature of learners' revisions. This case study, which expands existing…

Using computer keystroke logs, this study investigated how writing skill affected L2 writers' pausing patterns to gain insights into their management of the cognitive writing processes. The 59 participants, 29 in the more-skilled group and 30 in the less-skilled group, were recruited from a college English course at a key Chinese university. The…

This study describes the effect of grades on second language writing performance. Do students write better when their essays are graded, and what implications might this have for foreign language instruction? This study compares three different types of student writing: graded compositions; for-credit online discussion boards; and ungraded,…

This study examines the feedback practices of 110 EFL teachers from five different countries (Cyprus, France, Korea, Spain, and Thailand), working in secondary school contexts. All provided feedback on the same student essay. The coding scheme developed to analyse the feedback operates on two axes: the stance the teachers assumed when providing…