Background/purpose: Academic writing in English as a Foreign Language (EFL) poses challenges for graduate students, particularly in achieving coherence and organization. Thematic choices play a crucial role in guiding readers and ensuring textual cohesion. While Theme selection has been explored in various contexts, little research has examined…

Many researchers have acknowledged the advantages of process-genre approaches to teaching writing in various genres in a foreign/second language (L2). However, empirical studies examining L2 learners' performance within such a framework are still underrepresented. To fill the research gap, we investigated the effects of a process-genre approach to…

This paper aims at knowing how indirect feedback affects the writing performance of students who have different language learning strategies. The study used pre-experimental design with pretest and posttest design. Twenty-one students participated in the treatment which lasted for one semester. The treatment applied a process writing approach in…

The use of authentic materials for language teaching is common. Yet, there is not much information about what type of instructional materials benefits learners. The purpose of the study is to find empirical evidence of whether non-fiction authentic materials are more superior that fiction authentic material. The researchers used an experimental…

The purpose of this empirical study was to explore the interactional commenting patterns that EFL learners produced in web-based peer feedback and correlate them with the learners' writing achievement. The study employed a quasi-experimental design built on the Theory of Cognitive Apprenticeship (Collins, 1991), which gives emphasis on coaching…

The first language (L1) use is vital to developing the quality of second-language (L2) writings. Establishing a clear argument with the logical flow in L2 can be a daunting task for learners with low L2 proficiency. To determine if L1 use is positively related to students' L2 texts, the researcher conducted a comparative study with 77 Japanese L2…

Embracing a lot of functions, metadiscourse markers are among the most significant factors which affect L2 writing quality. In the present study, whether explicit teaching of metadiscourse markers has any effect on EFL students' writing proficiency was investigated. The participants (N: 21) of the study included freshman students majoring in…

The aim of the action research reported here was to examine the differential effects of the 'writers' workshop' approach on the L2 (English) writing skills of upper-primary students with varying writing abilities. The participants were 31 fifth-grade students (17 boys and 14 girls) aged 10-11, who followed L2 English writing instruction based on…

The present study attempts to give an account of how students represent writing task in an EAP course. Further, the study is intended to discover if learners' mental representation of writing would contribute to their written performance. During a 16-week term, students were instructed to practice writing as a problem solving activity. At almost…

Despite the recent development of automated writing evaluation (AWE) technology and the growing interest in applying this technology to language classrooms, few studies have looked at the effects of using AWE on reducing grammatical errors in L2 writing. This study identified the primary English grammatical error types made by 66 Taiwanese…

The demands of the academic field and the constraints students have while learning how to write appropriately call for better approaches to teach academic writing. This research study examines the effect of a multifaceted academic writing module on pre-service teachers' composition skills in an English teacher preparation program at a medium sized…

The curriculum for teaching undergraduate university students in Iran majoring in English generally includes paragraph writing in the second year and essay writing (4-5 paragraphs) in the third year. The first-year course 'Grammar and Writing (I & II)' offered in two consecutive semesters covers grammar only, despite the inclusion of writing…

This paper reports on the effects of using wiki-based process writing in Singapore's Chinese as a Second Language (CSL) scenarios. A group of 32 Secondary 1 (Seventh Grade) students ("Students") received various forms of online scaffolding at different steps of the writing process over two years. A whole set of teaching materials on 45…

This study investigates the effect of using rubrics as an instructional tool on students' writing performance in English as a foreign language. The major goal was to liberate the students from the narrow perception of writing based solely on the notion of correct grammar which is strongly felt in EFL writing. In this quasi-experimental research,…

Educators continue to strive for advanced teaching methods to bridge the gap between native and non-native English speaking students. Lessons on written forms of communication continue to be a challenge recognized by educators who wish to improve student comprehension and overall ability to write clearly and expressively. "Methodologies for…