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Saadet Korucu-Kis – Computer Assisted Language Learning, 2025
Although a number of studies examined the use of social networking sites (SNSs) in academic writing instruction, these studies mainly revolve around social media centered on microblogging features. Despite living in a visually dominated world, the potential of visual social media such as Instagram whereby the textual, the visual and the social can…
Descriptors: Writing (Composition), Writing Instruction, Visual Aids, Social Media
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McDonough, Kim; Ammar, Ahlem; Michaud, Gabriel – Canadian Modern Language Review, 2022
As a reflection of the value attached to interaction in L2 learning, pair and small-group activities have been integrated into different phases in the writing process. Focusing specifically on peer interaction during the planning and revision phases, this "In the Classroom" study explores the relationship between peer interaction and…
Descriptors: Second Language Learning, Peer Relationship, French, Second Language Instruction
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Khezrlou, Sima – Language Awareness, 2023
Although the development of implicit grammatical knowledge is highly desirable, not all grammatical constructions could be learned implicitly. Therefore, one of the ultimate objectives of most English as Foreign Language (EFL) classrooms is to aid learners in developing their (automatic) explicit grammatical knowledge. Using progressively complex…
Descriptors: Multilingualism, Second Language Learning, Second Language Instruction, English (Second Language)
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Yibre, Mohammed – International Journal of Education and Literacy Studies, 2019
The main purpose of this study was to analyze how effectively pair/group work writing activities in the currently in-use Grade 11 English textbook were structured or organized to promote CLL. To this end, the pair/group work writing activities were identified and analyzed based on the six basic elements of the CLL. Findings of the study show that…
Descriptors: Foreign Countries, Second Language Instruction, Second Language Learning, Cooperative Learning
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Hafour, Marwa F.; Al-Rashidy, Al-Shaimaa M. – JALT CALL Journal, 2020
This study examined the impact of storyboarding-based collaborative narrative writing using Google Docs on EFL learners' writing fluency, syntactic complexity, and overall performance. For this purpose, a cohort of 30 EFL college learners was selected and exposed to a nine-week intervention where they collaboratively wrote storyboarding-based…
Descriptors: Collaborative Writing, English (Second Language), Second Language Learning, College Students
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Raoofi, Saeid; Chan, Swee Heng; Mukundan, Jayakaran; Rashid, Sabariah Md – English Language Teaching, 2014
This study reports on an investigation into writing strategies of Malaysian university students learning English as a second language. Qualitative data were collected from 21 undergraduate university students aged 19 to 21. The students interviewed reported using a variety of writing strategies. It was also found that all of the participants…
Descriptors: Qualitative Research, English (Second Language), Second Language Learning, Second Language Instruction
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Faraj, Avan Kamal Aziz – Journal of Education and Practice, 2015
This research reports a study conducted at Koya University/English Language Department, and it aims at presenting the effect of scaffolding on EFL students' writing ability through the writing process. In this study, the students have taken the role of writers, so they need to follow the same steps that writers apply during their writing process.…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Pretests Posttests
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Ong, Justina; Zhang, Lawrence Jun – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2013
Little is known about the effects of various planning and revising conditions on composition quality in experimental or TESOL education research. This study examined the effects of planning conditions (planning, prolonged planning, free writing, and control), subplanning conditions (task-given, task-content-given, and…
Descriptors: English (Second Language), Second Language Learning, Cognitive Processes, Writing (Composition)
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Hewins, Catherine P. – Foreign Language Annals, 1986
Presents techniques from Writing Across the Curriculum adapted to the foreign language classroom. Strategies for encouraging students to write more effectively in the foreign language are described. The strategies include assigning relevant topics, treating writing as a process, and responding to and evaluating student writing in a more…
Descriptors: French, Learning Motivation, Modern Languages, Prewriting
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Davies, Norman F.; Omberg, Margaret – System, 1987
Describes a foreign language composition course which uses peer group teaching techniques at the pre-writing and revision stages as a supplement to teacher instruction and evaluation. (Author/CB)
Descriptors: College Students, English (Second Language), Higher Education, Peer Evaluation
Kupferberg, Irit – English Teachers' Journal (Israel), 1991
Writing instruction in Israeli high schools is discussed based on classroom observation and practices. Meetings between English teachers and teacher trainers specializing in foreign language writing focused on techniques such as prewriting, dialogue journals, revision, and peer correction. (16 references) (LB)
Descriptors: Classroom Observation Techniques, Dialog Journals, English (Second Language), Foreign Countries
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Ferris, Dana R. – TESOL Quarterly, 1995
English-as-a-Second-Language university students in a multiple-draft composition setting were found to pay more attention to teachers' comments on preliminary drafts than on final drafts; pay most attention to comments on grammar; and consider teachers' comments helpful overall. Problems with teacher comments and implications of the study are…
Descriptors: College Students, English (Second Language), Feedback, Foreign Students