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Hamda Hanan; Mufeeda T.; Sajid A. Latheef – Changing English: Studies in Culture and Education, 2025
Earlier research has shown that translation holds the potential to combine close reading and critical authorship practices. But despite that, translation has occupied a marginal position as a creative writing practice in classrooms. Through practice-based research involving the students, the translators and the authors of the translated poems, the…
Descriptors: Writing Instruction, Creative Writing, Translation, Revision (Written Composition)
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Guy J. Krueger – Thresholds in Education, 2025
Generative AI has become a quotidian discussion topic in many writing departments, and the conversations often focus on the negative aspects or the disruptions it has caused. A growing number of teachers and scholars, though, have embraced the new technology and welcomed it into their classrooms. In the Spring 2024 semester, students in my…
Descriptors: Writing Instruction, Artificial Intelligence, Computer Software, Technology Integration
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Chad C. Tossell; Nathan L. Tenhundfeld; Ali Momen; Katrina Cooley; Ewart J. de Visser – IEEE Transactions on Learning Technologies, 2024
This article examined student experiences before and after an essay writing assignment that required the use of ChatGPT within an undergraduate engineering course. Utilizing a pre-post study design, we gathered data from 24 participants to evaluate ChatGPT's support for both completing and grading an essay assignment, exploring its educational…
Descriptors: Student Attitudes, Computer Software, Artificial Intelligence, Grading
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Man, Deliang; Chau, Meng Huat; Kong, Beibei – Educational Psychology, 2021
Teacher feedback is of little use without student engagement. Few studies have, however, empirically considered how direct interventions may enhance student engagement with feedback. This study explored whether and to what extent the use of a rebuttal-writing task can serve as a learning tool to promote student engagement with teacher feedback.…
Descriptors: Learner Engagement, Feedback (Response), Writing Instruction, Persuasive Discourse
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Leonard, Rebecca Lorimer; Piscioniere, Kyle; Pappo, Danielle – Composition Studies, 2020
College students continue to navigate powerful literacy myths that impact their writing education, especially the belief systems that uphold standard, monolingual uses of language. In this article, the authors describe "English 391ml: Multilingualism and Literacy in Western Mass," a course that raises students' critical awareness of…
Descriptors: Undergraduate Students, Writing (Composition), Multilingualism, Literacy
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Andrew J. Cavanaugh; Liyan Song – Journal of Response to Writing, 2021
Instructors often use text-based methods when giving feedback to students on their papers. With the development of audio recording technologies, audio feedback has become an increasingly popular alternative to written feedback. This study analyzed five instructors' commenting patterns of both written and audio feedback. The five instructors, who…
Descriptors: Feedback (Response), Writing Assignments, Writing Teachers, Writing Instruction
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Qianqian Zhang-Wu; Alison Stephens; Neal Lerner – Composition Studies, 2023
Our research explores the meaningful writing experiences of 325 undergraduate students who self-identify as multilingual. Through qualitative coding of open-ended survey data, we found that respondents considered their writing meaningful when it allowed them to make personal and relevant connections and learn new skills and strategies. Our…
Descriptors: Undergraduate Students, Multilingualism, Writing Instruction, Writing Assignments
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Jessica Cail – Teaching of Psychology, 2025
Background: Rapid changes brought on by generative artificial intelligence (AI) have emphasized the need to teach students to work with this technology while also developing the "robot proof" human skills future workers will need, such as creativity, communication, and critical thinking. Objective: The study objective was to explore…
Descriptors: Psychology, Accuracy, Artificial Intelligence, Technology Integration
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Baker, Jayne; Evans-Tokaryk, Tyler – Canadian Journal for the Scholarship of Teaching and Learning, 2023
Universities across Canada and elsewhere have a longstanding focus on improving students' writing skills, including for the purpose of fostering better learning. In this paper, we present findings from two sources of data--a discursive analysis and student survey--exploring the impact of writing instruction and support in the context of a required…
Descriptors: Writing (Composition), Writing Instruction, Research Methodology, Courses
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Leanne Havis – Journal of Response to Writing, 2022
Metacognition emphasizes an awareness and understanding of one's thoughts and cognitive processes, along with management of cognition through multiple strategies, including organizing, monitoring, and adapting. Before students can truly become effective writers, they must develop an appreciation for the amount of planning, organization, and…
Descriptors: Undergraduate Students, College Freshmen, Writing Assignments, Writing Evaluation
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Pong-ampai Kongcharoen; Jiraporn Dhanarattigannon; Intira Bumrungsalee – rEFLections, 2025
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…
Descriptors: Academic Language, Essays, Majors (Students), English (Second Language)
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Wood, Suzanne – Collected Essays on Learning and Teaching, 2020
In the later years of undergraduate study, students read, process, and evaluate primary literature within specific fields of study. Shifting from textbooks to the vast amounts of peer-reviewed current literature can be difficult for students. This article details an innovative approach to helping students successfully make this transition through…
Descriptors: Sequential Approach, Writing Assignments, Writing Instruction, Critical Thinking
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Jiraporn Dhanarattigannon; Tirote Thongnuan; Pong-ampai Kongcharoen – LEARN Journal: Language Education and Acquisition Research Network, 2025
This true longitudinal study explored the lexical development of L2 university English major students in Thailand using two learner corpora. This study analyzed the natural learners' English language writing assignments from two writing courses and tracked their lexical development over a relatively long period (three years with five batches of…
Descriptors: Majors (Students), English (Second Language), Second Language Learning, Second Language Instruction
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Pui, Priscillia; Yuen, Brenda; Goh, Happy – Higher Education Research and Development, 2021
This paper reports an empirical study which investigates a disparity between student-teacher rated scores in a criterion-referenced assessment (CRA) of a critical thinking and writing module for engineering undergraduates. Using the rubric as a self-assessment tool, students rated their self-confidence level and performance in terms of the…
Descriptors: Evaluation Criteria, Scoring Rubrics, Critical Thinking, Writing Instruction
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Kai Guo; Yuanke Li; Yongyan Li; Samuel Kai Wah Chu – Education and Information Technologies, 2024
Despite growing interest in exploring the application of chatbots in language education, studies on the process of chatbot-assisted language learning are scant. This qualitative study uses activity theory to understand how English as a foreign language students engage with a chatbot, Argumate, when composing argumentative essays. Five Chinese…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Artificial Intelligence
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