In the present study, the effects of teachers' beliefs and practices about writing pedagogy on students' progress were investigated in the context of the New Zealand primary school system. A total of 626 teachers completed a survey on their beliefs and practices. Principal component analysis of beliefs isolated three dimensions, reflecting…

The mixed methods study examined effects of evidence-based minilessons on student attitudes and achievement in writing. Researched literature concluded there is a decline of writing in the United States that mostly begins near fourth grade and continues through high school and college. Factors contributing to this gap included: lack of teacher…

Struggling writers including students with disabilities (SWD) need instructional strategies to support their ability to write independently. Integrating technology-mediated instruction to support student writing can mitigate students' challenges throughout the writing process and personalize instruction. In the present group design study, teachers…

This article focuses on the 2019 National Monitoring Study of Student Achievement (NMSSA) assessment of student ability in writing. It begins with an overview of the study and its results, then turns to students' use of planning strategies to support their writing. Drawing on research on the association between planning and achievement in writing,…

This study explores the impact of mind mapping on the writing of English as a Foreign Language [EFL] among Saudi learners and the bilateral effects of mind mapping and other writing processes. Little research has been devoted to the effect of electronic mind mapping as a mediating tool. Despite the cyclical nature of writing processes, the…

Preschool children hold immense writing potential that is rarely realized in traditional classrooms. This mixed-methods, quasi-experimental study focused on how best to teach these emergent writers. By comparing the effects of interactive writing, writing workshop, and traditional instruction, the study provided a clearer picture of how these…

This study investigated the use of genre-based language teaching model in the teaching of writing skills to improve students' low achievement. It was aimed at improving the achievement of the fifth semester of English language education study program. This study was classroom action research. The subjects were in the 4th semester in academic year…

The instruction of metadiscourse markers to L2 writers has been recommended by some scholars to assist them in employing a certain tone in persuading readers. Nonetheless, there is a dearth of research investigating the effect of process-based instruction on hedging and boosting devices to L2 learners. To fill this gap, the present study aimed at…

This study investigated whether students' writing achievements could increase using a modified roundtable technique based on the process approach and to find out what aspects of writing significantly increase. A quantitative study in the form of preexperimental design was conducted which involved 21 tenth grade students of a 1 Pekalongan-Lampung…

Learning with technology has become essential in today's education not only in Thailand but also all around the world. Technology has been an important tool for improving language learners' reading writing, speaking, and listening for quite some time. Writing, however, has been one of the most supported skills thanks to technology. Learning how to…

Although compositionists recognize that student talk plays an important role in learning to write, there is limited understanding of how students use conversational moves to collaboratively build knowledge about writing across contexts. This article reports on a study of focus group conversations involving first-year students in a cohort program.…

This qualitative case study explored the perceived experiences and outcomes of writing in a hybrid model of instruction in a large suburban high school. In particular, the impact of a hybrid model on the writing process and on future writing performance were examined. In addition, teacher expectation and teacher attitude and their impact upon…

This study used a multiple-probe, multiple-baseline single-case design to investigate the efficacy of planning, and then revising strategy instruction using self-regulated strategy development on the compare-contrast writing performance of three late elementary students with language-learning disabilities. After receiving the planning instruction,…

This article reports on the results of a literature review addressing the research questions: What strategies for writing instruction have proven to be effective in promoting writing development in preschool-primary aged children? What research on writing instruction has been conducted within Canada on preschool-primary aged children? An…

The Science Writing Heuristic (SWH) laboratory instruction approach has been used successfully over a decade to engage students in laboratory activities. SWH-based instruction emphasizes knowledge construction through individual writing and reflection, and collaborative learning as a group. In the SWH approach, writing is a core component of…