This study explores how machine translation (MT) influences the English writing process and performance of 29 9th-grade EFL students with limited English proficiency. Over 10 writing tasks conducted during the semester, participants had varied accessibility to MT. The research compared their performance when MT was permitted versus when it was…

Research in metadiscourse has foregrounded the multiple ways in which writers build a relationship with readers through internal discourse. Yet, few studies consider the relationship between the texts writers create and the metalinguistic thinking which informs their decision-making as writers. This paper draws on data from a larger study which…

This study is about student writers' development of their own approaches to using formulaic phrases from a compendium (Academic Phrasebank). While the essential role of formulaic phrases in academic texts has been well established in research, teaching about the effective use of these phrases is not widely available, and little attention has been…

Writing is a complex task that requires the activation and coordination of several processes. In addition to the research on the domain-specific factors that contribute to school achievement, there is an increasing interest on general variables, such as mindfulness. Here, we aimed to test the contribution of middle-grade students' trait…

Collaborative writing tasks have been claimed to offer language learning opportunities because they implicitly draw learners' attention to form. Nevertheless, their efficacy has been claimed to be moderated by proficiency, as low proficiency learners tend to override form over meaning. These claims, however, are mostly based on adult learners and…

This doctoral dissertation explores diverse facets of online research and comprehension among college students with English as a second or foreign language (L2 students). The research involves three distinct investigations within this overarching theme. Firstly, the study delves into the online reading and writing practices employed by Korean L2…

Over the past three decades, second language writing has witnessed a growth of studies on learners' writing strategies, as well as a shift from product-oriented to process-oriented research. Although the field has achieved a greater understanding of strategies used by English-as-an-additional-language (EAL) writers, limited research has examined…

Relatively little is known about the long-term academic literacy development of refugee-background students, particularly at the postsecondary level. The purpose of this study was to understand how refugee students leveraged their cultural and linguistic resources to navigate a competency-based online college program. Using a multiple case study,…

Purpose: Unlike formalist and functional approaches to literacy and teaching writing, a languaging theory approach centers on the dynamic and interpersonal nature of writing. The purpose of this study was to determine students' ability to engage in explicit reflection about their languaging actions in response to their personal narrative writing…

Language is the most basic tool for communication. There are four basic areas of skills: listening, speaking, reading and writing. Each skill has a special importance in itself. Therefore, development of all skills will be beneficial for individuals. Writing skill is separated from other skills in that it has permanency. With writing, knowledge…

This article presents the experiences of six bilingual Spanish-English students transitioning from high school to college, highlighting the ways they theorize translation and its relationship to writing and learning. As increased attention to theories of translingualism has established translation as deeply embedded in writing processes, and…

This study used eye-tracking, in combination with stimulated recalls and reflective journals, to investigate L2 learners' engagement with automated feedback and the impact of feedback explicitness and accuracy on their engagement. Twenty-four Chinese EFL learners revised their writing through Write & Improve with Cambridge, a new automated…

Although it remains controversial, machine translation (MT) has gained popularity both inside and outside of the classroom. Despite the growing number of students using MT, little is known about its use as a pedagogical tool in the EFL classroom. The present study investigated the role of MT as a CALL tool in EFL writing. Most studies on MT as a…

This case study examined dynamic interactions of two small teams of English as Second Language students when they performed two collaborative argument writing tasks in asynchronous and synchronous web-based contexts. The two teams exhibited different interaction patterns when switching between contexts. These patterns were identified in terms of…

This paper reports on the results of an exploratory study that employed the concurrent think-aloud method to investigate narrative text-creating strategies of multilingual Transylvanian-Hungarians in English, their third language. The study explored the participants' reliance on their different languages as they composed a story in English based…