While research into strategy-based instruction and language learning emotions has been thriving over decades as respective domains, research on how strategy-based interventions may influence learners' writing enjoyment has largely remained unexplored. Informed by (Positive Psychology) PP theories, this mixed-methods study aims to investigate the…

The current mixed-methods study aimed at incorporating a virtual reality (VR) tool (i.e. Google Expeditions) into the writing process of Iranian English as a foreign language (EFL) learners, examining its impact on their writing motivation and performance. To that end, 42 EFL learners were randomly assigned to experimental and control groups,…

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…

The purpose of this research was to analyze the effects of a writing strategy for text production among primary school students with different cognitive styles (CS) in the field dependence-independence (FDI) dimension. The writing strategy is based on collaborative work, autonomous work, and work integrating technology, which is referred to as…

This research was motivated by some multicultural classroom students' reactions to practicing writing argumentative text including the fact that Indonesia's adult literacy rate of 95% is not accompanied by the ability to recognize and adopt composed facts, which on average is very little. This research was formerly aimed to depict how…

This empirical study serves two purposes. The first purpose is to validate a newly developed instrument, the Metacognitive Academic Writing Strategies Questionnaire (MAWSQ), which represents the multifaceted structure of metacognition in an English as a Foreign Language (EFL) academic writing setting. The second purpose is to delineate the…

Pluriliterate academic practices offer students who are literate in both their L1 and English the possibility of relying on sources in multiple languages. Surprisingly, there is little research on the factors playing a role in students' choice of sources and whether this choice is related solely or partly to the language of the source. This study…

Background: With the growing trend of integrating technology into teaching environments, using Automated Writing Evaluation (AWE) in writing instruction has been extensively studied over the last two decades. The studies on AWE mostly investigated its impact on students' writing proficiencies and revealed conflicting results. However, very few…

The purpose of this study was to evaluate the efficacy of a curriculum based on self-regulated strategy instruction in college developmental writing courses. Prior research that had found large effects on the writing quality for essays without sources was extended to include strategies for critical reading and note-taking, writing summary response…

This study examines and compares L2 grammatical accuracy in digital multimodal writing (DMW) and monomodal text-based writing (TBW). Utilizing a mixed-methods design, the research incorporates a dataset comprising 180 written texts, a questionnaire, and text-based interviews. Sixty EFL learners were assigned to two groups (TBW and DMW) and…

The paper assessed the linguistic and attitudinal effects of the product strategy for writing. The study adds to the current literature on the efficacy of a product strategy for Saudi EFL students. The respondents of the study were a total of 63 Saudi EFL undergraduate students in Saudi Arabia. The sample measurements were determined with a…

This study explored the English writing strategies of Korean university students by focusing on the relationship between their study abroad experiences and English writing strategies. The theoretical framework for this study is activity theory. Activity theory explicates social phenomena including human learning, by the interaction of social…

Purpose: Polytechnic students lack basic skills, especially the writing skill essential for their employment. They find it difficult to write emails, reports, and other technical documents required at their workplace. Although there are studies to investigate this skill-gap, there is little research to explore the possibilities for enhancing their…

This study attempts to determine whether the students who receive explicit instruction make more gains in their abilities to use topic-induced phrases in their writing than those who do not. Additionally, through interviews with a selected group of students from the treatment group, the study attempts to glean insights into the approaches learners…

In response to educational issues at levels from national, institutional, to pedagogical concerns, this study aims to examine the influence and the effectiveness of the review strategies on the writing performance of first-year Thai undergraduates as well as how the perceived strategies are in the students' views. In the mixed-method study, the…