Despite the use of various approaches in writing classes, writing is still the most difficult language skill to master for most ESL/EFL learners. To overcome the problem, collaborative writing has been recommended since the 1970's. Since this approach involves learners in the activities of understanding, manipulating, producing, and interacting…

The genre-based approach (GBA) to teaching second language (L2) writing follows the stages of establishing context, modelling, analysis, joint construction, and independent construction. The passage from joint construction to independent construction in the GBA requires scaffolding. Thus, studies on GBA suggest teacher support in independent…

Collaborative prewriting discussion (CPD) is one of the most popular activities in second language (L2) writing classrooms. To help students discuss effectively, language teachers may consider a number of factors and conditions (e.g., task instructions, types of writing tasks, language use, students' beliefs, students' proficiency, or group…

The literature has revealed the impact of personal factors on feedback-seeking behavior (FSB) in second language (L2) writing. However, little is known about how teacher academic support influences FSB in L2 writing and whether this relationship is mediated by L2 writing self (ideal and ought-to L2 writing selves). To address the lacunae, this…

In this paper, we report a longitudinal study of the effects of procedural task repetition on learners' task performance (i.e., syntactic complexity in relation to lexical complexity). We investigated how task repetition results in differences at the group and individual level across each task interval (T = 7). Intermediate-level Saudi learners of…

Earlier research has shown that translation holds the potential to combine close reading and critical authorship practices. But despite that, translation has occupied a marginal position as a creative writing practice in classrooms. Through practice-based research involving the students, the translators and the authors of the translated poems, the…

Research into second language acquisition (SLA) has shown that individual difference (ID) variables can be strong predictors of language achievement (e.g., Dornyei, 2003; Skehan, 2003). Traditionally, this research conceptualized ID variables as static and monolithic variables (e.g., Dornyei, 2010). More recently scholars have questioned this…

Objectives: The purpose of the study was to investigate how tutors approached second language (L2) errors when working with advanced graduate students in structured one-on-one feedback sessions. Method: The longitudinal, qualitative case study used data from immediate, retrospective tutor reflections and in-session interactions to follow two…

Focusing efficiently on potential weaknesses in the validity argument of writing assessments--such as writing subjectivity, content coverage, criteria vagueness, and raters' incompetence--has been shown to positively enhance teachers' overall writing assessment competence (AC). In this study, we propose a computational bootstrapping model of…

Most second language writing studies have approached the L2 Writing phenomenon through the cognitive theoretical lens that situates writing as a mental activity that resembles psychological and mathematical problem-solving (Cumming, 2016, p. 69). "While research on second language writing has expanded exponentially in recent years, it has for…

As one of the productive skills, writing is highly required to be mastered in English as a foreign language. Moreover, communication can occur not only in spoken form but also in written form. In creating a good learning atmosphere for the students, teachers try to use the most appropriate approach to achieve the learning goals, especially in…

Continuation writing was recently introduced as a new element of China's English as a Foreign Language (EFL) assessment. The assessment task requires students to complete the story within a set word limit. Preparing students for this task is challenging for Chinese EFL teachers, as little pedagogical guidance is supplied. Given the recent trend of…

This study aimed at examining the issue of digital plagiarism within EFL education across Korea, Mongolia, and China in the era of Artificial Intelligence, focusing on how AI technologies affect academic integrity. It investigated both learners' and instructors' perceptions of digital plagiarism, shedding light on the impact of cultural and…

An important issue in the teaching of writing is whether students should prepare a plan before they start writing. Teacher guides generally recommend pre-task planning (PTP) but with provisos. Research that has investigated PTP, however, does not lend unconditional support to PTP. This article takes a look at the research and draws from it a…

Research on second language (L2) collaborative writing (CW) has proliferated over the recent decade and will continue to bloom due to the changing landscape of writing and learning in the digital age. This article provides a research agenda on CW in L2 classrooms. We illustrate six research themes for future research inquiry by pointing out the…