This paper presents the findings of a descriptive multiple case study carried out with six teachers of English in five public secondary schools in a city in northwestern Mexico aimed to determine how writing was taught. A mixed methods approach was followed with an embedded design in which qualitative data had increased weight and quantitative…

Which components of grammar teaching--accuracy, meaningfulness, and appropriateness--are you the least comfortable including in your classroom activities? This Reflective Question and many others await your discussion and analysis in this revised edition of TESOL Press's best-selling "Teaching Grammar," which explores different…

In recent years, there has been a growing trend of using informal styles in academic writing, including research articles. To examine the degree of formality in students' writing, this corpus-based study aimed to analyze the formal linguistic features in the academic writing assignments of English-major students at a Thai university. The learner…

The majority of task repetition studies have focused on learners' oral production, but whether task repetition can promote learning in other skill areas such as writing remains to be seen. The current study compared the effect of procedural and content repetition on French learners' accurate production of the passé composé during collaborative…

The purpose of this mixed methods action research project was to address the problem of practice of incorporating foundational grammar, spelling, and punctuation (GSP) instruction into community college journalism classes through the intervention of online interactive modules called The Story Mechanics Project (SMP). The modules were developed and…

Reading is seen by many as an essential ingredient for learning to write. Is the relationship between reading and writing reciprocal? Does the path to better reading involve becoming a good writer? The answer to these questions presents a paradox. One does not have to learn to write in order to learn to read, as learning how to write or type words…

Written communication skills are often among the most important applied skills sought by employers when hiring graduates of colleges of agriculture. However, recent reports cite a gap between employers' expectations and graduates' levels of preparedness in key applied skills, among them "effective written communication." One critical…

This study examines the relationship between EFL students' noticing and three written feedback strategies. The convenience sampling method was adopted and four intact classes were randomly assigned into four groups: the model, the error correction, the reformulation, and the control groups. After the completion of picture-cued writing tasks as…

This paper examines the English grammatical errors and their patterns in the written assignments of a General Education course at City University of Hong Kong. Subjects are 60 local and non-local (exchange) undergraduate students who are all L2 learners with diversified education and disciplinary background (i. e. their major of study) which are…

Many EFL teachers spend a lot of time marking students' written assignments and correcting their spelling, grammatical, punctuation, organization and idea generation errors in detail. The more mistakes students make the more meticulously they mark and correct mistakes. Despite meticulous error correction, students continue to make the same…

How do teachers identify the potential for greater depth writing and encourage children to meet their full potential? This book was created by people who are not only passionate about primary education, but who are also leading experts in their own particular areas. They have made use of their wide experience to offer practical guidance on greater…

This paper aims to provide information about teacher corrective feedback that would be helpful for EFL students' writing improvement. It focuses on feedback provided to correct grammatical errors made by student writers as the author finds that this type of errors can obstruct the effectiveness of students' pieces of writing and may result in…

University educators everywhere are trying to assist students in improving their ability to write clear and correct business English. Business communication texts, in general, use several decades of research that have established a three-stage process: prewriting, writing, and rewriting (Collins & Parkhurst, 1996). Identifying and correcting…

The current paper is a mixed method study which aimed to find out teacher written feedback preferences of a group of prep-class students at a public university in Turkey. The written corrective feedback preferences of 37 students with high level of proficiency in English were examined via a questionnaire and an interview. The study lasted for two…

This study examines a common pedagogical approach whereby students view teacher feedback outside of class time. Facilitated through Moodle, it aimed to investigate not only the effect of written corrective feedback (WCF) on learning outcomes, but importantly, how frequently students review the feedback they receive. The study was conducted at a…