This study aimed to investigate EFL students' writing strategies used in comparison to gender and year level. A descriptive-comparison design was used for this study, whereby a total of 148 English major students participated from Wolkite University and Wachamo University. To this end, the data were collected through questionnaire. The results of…

This study investigates how sensitizing graduate L2 students about source-text use might affect their citation practices. Two summary writing tasks involving two similar published articles, one irrelevant and one pertinent to source-text use, were assigned individually to 16 graduate English language teaching students from Iran. After completing…

The purpose of this study was to explore the use of writing strategies, namely, planning, execution, monitoring and revising by Chinese EFL (English as a Foreign Language) learners in their English writing. It also investigated the emotions of Chinese EFL writers in terms of anxiety and enjoyment as well as how the employment of writing strategy…

There has been substantial research on the effects of metacognitive instruction on improving L2 learners' language skills. However, little is known about the impact of such instruction on improving the effectiveness of L2 students' collaborative writing. To fill this research gap, we conducted a quasi-experimental study to investigate how such an…

Natural language generation (NLG) is a process within artificial intelligence where computer systems produce human-comprehensible language texts from information. English as a foreign language (EFL) students' use of NLG tools might facilitate their idea generation, which is fundamental to creative writing. However, little is known about how EFL…

Background: The abrupt transition to virtual language learning environments due to the COVID-19 pandemic has brought considerable challenges to educational practices. In the context of foreign/second language learning and teaching, it has become more difficult to ensure that learners have the necessary engagement and motivation levels along with…

The literature suggests that academic writing skills have a significant impact on the academic success of university students. Many Chinese ESL students, in particular, struggle with mastering these skills while studying abroad. The purpose of this mixed-methods study is to explore Chinese international students' perceptions of academic writing…

In this study, an explanatory sequential design was utilized to examine the impact of strategy-based instruction (SBI) on the writing performance and motivation of English as a Foreign Language (EFL) learners in a writing course. A total of 50 Chinese EFL students were selected from two intact classes and were randomly assigned to either the…

This study investigated the effect of dialogue journal writing on descriptive writing performance of English as Foreign Language (EFL) learners in Turkey. Participants were 53 EFL upper-intermediate learners who were selected based on their performance on Oxford Quick Placement Test and assigned randomly to experimental and control groups. Whereas…

Despite postgraduates' struggles to master English academic writing, the fulfilment of postgraduates' motivational needs in classes of English academic writing has been scarcely researched. This study examines the motivational practices of teachers of postgraduate English academic writing, the perceived effectiveness of the adopted strategies, and…

Many students who study English as a foreign language (EFL) often find it challenging to paraphrase while writing from source texts. Lacking such an ability can lead to different meanings as well as copying another person's ideas, words or work. However, little research has been done to integrate tool consultation to assist students in…

This study examines the relationship between EFL students' noticing and three written feedback strategies. The convenience sampling method was adopted and four intact classes were randomly assigned into four groups: the model, the error correction, the reformulation, and the control groups. After the completion of picture-cued writing tasks as…

High self-efficacy beliefs and effective self-regulatory strategies are increasingly important in academic settings, and especially in developing academic writing skills. This article deals with how students develop academic writing skills in two different pedagogical settings (as autonomous learners and in a traditional learning environment), and…

This qualitative research project aims to determine the impact that Task-Based Instruction had on fifteen Intermediate English language students´ writing skills in online classes at a private institute in Cartagena. A journal, a questionnaire, and a checklist were used as instruments to collect information during the diagnostic stage. During the…

This mixed-method study explored Chinese university students' orientations towards written corrective feedback (WCF) and their use of self-regulated learning (SRL) writing strategies in online English writing courses during COVID-19. A questionnaire and semi-structured interviews were administered to 311 and 12 students, respectively. Results…