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Showing 1 to 15 of 35 results Save | Export
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Teng, Mark Feng; Huang, Jing – Asia Pacific Journal of Education, 2023
Previous studies have explored the roles of metacognitive instruction and collaborative writing, separately, in English writing. Little attention has been paid to students' writing complexity, accuracy, and fluency (CAF). The present study aims to bridge this gap through investigating integrated writing performances based on the linguistic…
Descriptors: Metacognition, Teaching Methods, Collaborative Writing, Difficulty Level
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Kaixuan Wang; Lawrence Jun Zhang; Maria Cooper – Asia-Pacific Education Researcher, 2025
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…
Descriptors: Writing Instruction, Comparative Analysis, Metacognition, Accuracy
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Bueno-Alastuey, Mª Camino; Vasseur, Raychel; Elola, Idoia – Foreign Language Annals, 2022
This study explores the effect of collaborative writing (CW) and peer feedback (PF) practices on subsequent individual writing assignments. Two groups of university students in a Spanish as a foreign language course experienced both CW and PF (Group 1 CW then PF; Group 2 PF then CW), and pre and posttests were analyzed for syntactic complexity,…
Descriptors: Collaborative Writing, Feedback (Response), Peer Evaluation, College Students
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Isabel García-del-Real; Maite López-Flamarique; Mónica Aznárez-Mauleón; Izaskun Villarreal – Language Awareness, 2025
Studies analysing the metatalk generated in collaborative writing (CW) tasks have primarily targeted secondary or adult students who wrote either in L1 or L2, and have seldom examined the process of their writing in two languages. Furthermore, these analyses have mostly focused on accuracy discussions and have ignored discussions aimed at making…
Descriptors: Second Language Learning, Second Language Instruction, Native Language, Languages
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Kris Van de Poel; Zaan Bester – Language Learning in Higher Education, 2025
This case study examined Czech electrical engineering and informatics students' English academic writing, addressing challenges in producing understandable and coherent texts for international audiences. Using a mixed-methods approach, which included textual analysis of essays, student writing profiles, and pre/post-course questionnaires, we…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Writing Instruction
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Khaled Aldossary – Educational Process: International Journal, 2025
Background/purpose: This study investigated the short-term and long-term impact of collaborative writing on lower-proficiency English as a foreign language (EFL) students in Saudi Arabia. It investigated whether co-authoring enhanced the writing standard, which areas effectively evolved and how effectively the students retained their writing…
Descriptors: Collaborative Writing, Writing Instruction, English (Second Language), Second Language Learning
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Kim, YouJin; Kang, Sanghee; Yun, Hyunae; Kim, Binna; Choi, Bumyong – Foreign Language Annals, 2020
Task repetition is being increasingly examined in the fields of second language acquisition and task-based language teaching, and the findings have revealed insightful theoretical and pedagogical implications for foreign language instruction. However, previous research has mainly focused on speaking tasks, and the role of different types of task…
Descriptors: Second Language Learning, Korean, Task Analysis, Repetition
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Chen, Wenting – Asia-Pacific Education Researcher, 2019
While research into the potential benefits of second or foreign language (L2 or FL) collaborative writing for jointly written texts has proliferated in the last few decades, it remains unclear whether texts that learners compose individually after such activities demonstrate improved quality, accuracy, fluency, and complexity. This study compares…
Descriptors: Second Language Learning, Collaborative Writing, Writing (Composition), Writing Improvement
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Mimi Li; Quang Nam Pham – Language Teaching Research, 2025
Digital multimodal composing (DMC) has attracted language instructors' and researchers' increasing attention during recent years. Previous studies mainly investigated the students' DMC processes and perceptions, but DMC products are underexamined, and in particular, scarce is research comparing collaborative DMC products and individual DMC…
Descriptors: Multiple Literacies, Language Teachers, English (Second Language), Second Language Learning
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Masoud Rahimi; Jalil Fathi; Di Zou – Education and Information Technologies, 2025
Grounded in the activity theory, we adopted a sequential explanatory mixed-methods approach to explore the impact of automated written corrective feedback (AWCF) on English as a foreign language (EFL) learners' academic writing skills (i.e. task achievement, coherence and cohesion, lexicon, and grammatical range and accuracy). To this end, two…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Language Tests
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Charoenchaikorn, Vararin – PASAA: Journal of Language Teaching and Learning in Thailand, 2022
This study was motivated by Skehan's (1996, 1998) hypothesis about the potential of post-task anticipation to direct learners' attention towards form and previous online L2 collaborative writing research that found prioritization of meaning in this context. It investigated the effects of post-task anticipation on text length, accuracy and…
Descriptors: Collaborative Writing, English (Second Language), Second Language Learning, Second Language Instruction
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Charoenchaikorn, Vararin – rEFLections, 2022
Addressing the lack of studies on L2 online and collaborative prewriting, this study examines L2 collaborative prewriting through voice chat. It explores the effects of an online prewriting condition (individual vs collaborative) on performance in subsequent individual writing as assessed by text length, accuracy, complexity, and analytical rating…
Descriptors: Prewriting, English (Second Language), Second Language Learning, Second Language Instruction
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Kunitz, Silvia – Modern Language Journal, 2018
In cognitivist Second Language Acquisition (SLA), attention and noticing are described as psycholinguistic processes that (may) have a role in language learning. The operationalization of such constructs, however, poses methodological challenges, since neither online nor off-line measures are coextensive with these cognitive processes that occur…
Descriptors: Attention, Second Language Learning, Italian, Form Classes (Languages)
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Yamashita, Taichi – Language Learning & Technology, 2021
This study investigated the effects of corrective feedback (CF) during in-class computer-mediated collaborative writing on grammatical accuracy in a new piece of individual writing. Forty-eight ESL students at an American university worked on two computer-mediated animation description tasks in pairs. The experimental group received indirect CF on…
Descriptors: Error Correction, Feedback (Response), Computer Mediated Communication, Synchronous Communication
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Manning, Shaun Justin – TESL-EJ, 2021
This study investigates the influence of a grammatical reconstruction task on talk and subsequent individual writing. In a South Korean university, two classes alternated learning conditions, between 'read-summarize-write' and 'read-reconstruct-write'. In the summarize condition, small groups collaborated to create a summary of the reading; in the…
Descriptors: Writing Processes, Undergraduate Students, Grammar, Writing Instruction
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