The present study aims to shed light on analyzing the types and the frequency of the written sentence errors committed by 58 tenth grade Turkish Cypriot English as a foreign language (EFL) students in two classrooms, that is, Class A and B at a public vocational high school in North Cyprus. A quasi-experimental design was employed in the study…

The importance of meaning-based teaching of the writing skill as an end in itself has mostly overlooked due to the common traditional grammar-based approaches used in writing instructions within the English as a foreign language (EFL) context. Therefore, this study aimed to examine the effects of collaborative meaning-focused and grammar-focused…

This classroom-based study explored links among second language (L2) learners' interaction mindsets, interactional behaviors, and L2 development in the context of peer interaction. While peer interaction research has revealed that certain interactional behaviors (e.g., receiving corrective feedback and engaging in collaborative interaction) assist…

This article describes the use of African American English (AAE) in the written and oral language of African American adolescents who struggle with writing. Written and oral language samples of 22 African American 10th-grade students were transcribed, analyzed, and coded for AAE, grammatical errors, spelling errors, and punctuation errors. Four…