NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Laws, Policies, & Programs
Assessments and Surveys
International English…4
What Works Clearinghouse Rating
Showing 1 to 15 of 22 results Save | Export
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Erturk, Gulsah Tikiz; Ozturk, Kadim – English Language Teaching, 2022
This study aims to identify (1) how EFL graduate-level students at various Turkish universities regard the level of difficulty in terms of the different sections of a scholarly work in their academic writing practices, (2) whether their perceptions concerning the difficulty of the various sections show a significant difference depending on their…
Descriptors: Graduate Students, Academic Language, English (Second Language), Second Language Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Ning Fan; Yingying Ma – SAGE Open, 2024
Researchers have been investigating the effects of different planning conditions on learners' second language (L2) writing performance. However, whether such effects differ regarding specific planning conditions and task complexity has remained underexplored. This study examined the effects of pre-task planning (PTP) versus unpressured online…
Descriptors: Writing Instruction, Second Language Learning, Second Language Instruction, Syntax
Peer reviewed Peer reviewed
Direct linkDirect link
Gunnarsson-Largy, Cecilia; Dherbey, Nathalie; Largy, Pierre – Reading and Writing: An Interdisciplinary Journal, 2019
L1 and L2 writers attend to different aspects of the formulation subprocess of writing. L2 writers devote more time and attention to low-level aspects such as grammar correction and spelling (Barbier 1998; Fagan and Hayden 1988; Whalen and Ménard 1995), leading to better spelling performances than L1 writers (Gunnarsson-Largy 2013). In…
Descriptors: Native Language, Writing Processes, Short Term Memory, Grammar
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Yuliani, Tatin; Kurniawati, Nia; Siswayani, Predari – Journal of Education and Learning (EduLearn), 2023
One crucial skill to master by university students related to academic writing activity is paraphrasing skill. However, in Indonesian context, the university students still find paraphrasing challenging. Therefore, this study is intended to explore the use of read, reread, list, compose (RRLC) strategy to enhace the students' paraphrasing skill in…
Descriptors: Undergraduate Students, Learner Engagement, Writing Instruction, Writing Strategies
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Kim, Yoonseo – English Teaching, 2022
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…
Descriptors: Task Analysis, English (Second Language), Second Language Learning, Second Language Instruction
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Luo, Xiaobo – English Language Teaching, 2022
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…
Descriptors: Writing Skills, Second Language Learning, Second Language Instruction, Task Analysis
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Kumar, Tribhuwan – TESOL International Journal, 2020
This research is based on the difficulties and effectiveness of creative writing in language learning. Creative writing is the art of sorts, the art of making things up. It is writing done in a way that is not academic or technical but still attracts an audience. Nowadays, there is too much attention of teachers is on making students be a creative…
Descriptors: Writing Skills, Creative Writing, Teaching Methods, Instructional Effectiveness
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Gezmis, Nejla – Journal of Language and Linguistic Studies, 2020
The purpose of this study is to identify in which stage/stages of the Process Writing Approach students have difficulties most. This posttest-experimental study was applied to the 50 first-year students studying English Translation and Interpreting. The students were expected to produce an essay with the help of the Process Writing Approach at the…
Descriptors: Process Approach (Writing), Undergraduate Students, English (Second Language), Second Language Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Lee, Sy-Ying; Lo, Yi-Hsuan Gloria; Chin, Ting-Chin – Computer Assisted Language Learning, 2021
Research has shown that a multiliteracies pedagogy creates more chance for students to meaningfully read and write to develop their critical perspective on cultural issues. This study experimented such a practice in an EFL college context applying a problem-based approach. Sophomore English majors were engaged in recursive reading and writing…
Descriptors: Multiple Literacies, Critical Literacy, English (Second Language), Second Language Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Barrot, Jessie S. – Reading & Writing Quarterly, 2018
The current study used a scale-based approach and complexity, accuracy, and fluency (CAF) analysis to comprehensively capture the effects of the sociocognitive-transformative approach on 2nd language (L2) learners' writing performance. The study involved 66 preuniversity intermediate L2 students from 4 different English classes. I randomly…
Descriptors: English (Second Language), Second Language Learning, Writing Achievement, Pretests Posttests
Peer reviewed Peer reviewed
Direct linkDirect link
Rahimi, Muhammad – Language Teaching Research, 2019
The impacts of task characteristics on second language (L2) writing require further exploration. This study examined the effects of increasing task complexity on L2 argumentative writing. Upper-intermediate L2 learners performed two writing tasks with varying degrees of complexity in relation to the number of elements and the degree of reasoning.…
Descriptors: Persuasive Discourse, Second Language Learning, Second Language Instruction, Accuracy
Siu, Fiona Kwai-peng – Online Submission, 2018
Different approaches have been used to teach EFL students summary writing, including a genre-based approach (Chen & Su, 2012), implementing key words and question generation (Chou, 2012), and automatic scaffolding and concept mapping (Yang, 2015). This study aims to explore the effectiveness of another approach--one that might be more…
Descriptors: Writing Instruction, English (Second Language), Second Language Learning, Generalization
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Sowell, Jimalee – English Teaching Forum, 2019
The use of writing models with nonnative English speakers has received a certain amount of criticism--especially from teachers whose students copy models in their entirety or follow them too closely. The misuse of models has brought some teachers to the point where they believe that the best kind of pedagogy is to abandon writing models…
Descriptors: Second Language Learning, Teaching Methods, Literary Genres, Discourse Modes
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Alharbi, Sultan H. – English Language Teaching, 2017
The principal purpose of this paper is to critically examine and evaluate the efficacy of the principled eclectic approach to teaching English as second/foreign language (ESL/EFL) writing to undergraduate students. The paper illustrates that this new method adapts mainstream writing pedagogies to individual needs of learners of ESL/EFL in order to…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Writing Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Jin, Yan; Yan, Ming – Language Assessment Quarterly, 2017
One major threat to validity in high-stakes testing is construct-irrelevant variance. In this study we explored whether the transition from a paper-and-pencil to a computer-based test mode in a high-stakes test in China, the College English Test, has brought about variance irrelevant to the construct being assessed in this test. Analyses of the…
Descriptors: Writing Tests, Computer Assisted Testing, Computer Literacy, Construct Validity
Previous Page | Next Page »
Pages: 1  |  2