Investigating links between temporal features of the writing process (e.g., bursts and pauses during writing) and the linguistic features found in written products would help us better understand intersections between the writing process and product. However, research on this topic is rare. This article illustrates a method to examine associations…

This study explored a way to help Japanese university students write longer essays while maintaining grammatical accuracy. Participants were three groups of students enrolled in a one-year EFL course in different academic years (N = 111), and the number of words they wrote in 30 minutes and the number of errors made per 100 words were compared. To…

This quasi-experimental study investigated the effect of using model texts as a written corrective feedback (WCF) strategy on second language learners' writing, in both rewritten drafts and new drafts. It further examined learners' perceptions of model-based feedback and how those perceptions affected model effectiveness. Sixty-six English…

This study explores the relationship between L2 French students' conversations during interactive writing tasks and their interaction mindset, which is their perception about peer interaction. Students (N = 51) in three, high-intermediate/low-advanced French L2 classes completed an interaction mindset questionnaire and two interactive writing…

As a reflection of the value attached to interaction in L2 learning, pair and small-group activities have been integrated into different phases in the writing process. Focusing specifically on peer interaction during the planning and revision phases, this "In the Classroom" study explores the relationship between peer interaction and…

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…

Research into metacognition has found it to facilitate self-regulation and correlate to learners' L2 writing level. Following Lee & Mak's (2018) framework of Metacognitive Instruction (MI) for L2 writing classrooms, this study applies Dynamic Assessment (DA) to writing MI (MI-DA) in a rural middle school EFL class in China. A one-semester…

This study explored how task complexity, writing behaviors (i.e., pausing and revision behaviors), and writing performance (i.e., task completion, coherence and cohesion, language use, and expression and tone) influence and relate to each other. Thirty advanced-level Korean EFL undergraduates completed writing tasks differing in complexity. A…

From the perspective of complexity theory and based on Robinson's Cognition Hypothesis and the Triadic Componential Framework, this paper investigated the effect of manipulating task complexity along resource-dispersing dimension on L2 written performance. The results showed that: 1) Significant interactive effects were found between the two…

Self-assessments are instructional tools with the potential to enhance self-regulatory and language-learning processes in students in the writing classroom. Although widely studied in the first language context, self-assessment research in L2 writing contexts is relatively unexplored. Yet recent research indicates that the demands of writing in a…

Our study explored EFL writing skills in relation to self-experience in an authentic learning context with the help of a mobile application. Two authentic writing activities ('Tell your story' and 'Describe your context') were designed and compared to see if they resulted in significant differences in EFL writing performance and writing behavior.…

This study investigated the effects of strategic planning and task structure (personal, narrative, and decision-making tasks) on L2 writing outcomes. One hundred and twenty intermediate English as a foreign language learners were randomly divided into strategic-planning and no-planning-time groups. The strategic-planning group performed the three…

Writing is an important skill in language learning and in academic achievement. The level of writing anxiety could affect students' achievements positively or negatively. This research aimed to examine the writing anxiety among Saudi female learners enrolled in English language departments at some Saudi universities. It also aimed to identify the…

The present study was an attempt to investigate the differential effect/s of three different planning time scenarios (i.e. 0 min, 10 min, & 20 min), as well as three task conditions of (1) topic given, (2) topic and ideas given, and (3) topic, ideas and macrostructure given on EFL learners L2 writing complexity, accuracy and fluency (CAF).…

Increased attention to genre in writing studies has brought a proliferation of new terms and concepts for capturing the complexity of writers' knowledge about genres, including genre knowledge, genre awareness, recontextualization, conditional knowledge, and metacognition. Definitions of these concepts have at times conflicted, and their…