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Dinneen, Cara – English Australia Journal, 2021
This article considers the challenges heralded by digital technology in relation to the management of academic integrity on high-stakes Direct Entry English Programs in Australia. Firstly, a number of the ways in which students are using digital tools to complete assignment writing are examined. Secondly, findings from a review of academic…
Descriptors: Phrase Structure, Integrity, Barriers, Information Technology
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Patekar, Jakob – Language Testing, 2021
Writing in a foreign language is a particularly difficult skill to develop, especially when young learners are concerned because they are parallelly learning to write in their L1 and do not have strong oral foundations in their L2. The issue becomes even more complex when the ways to assess young learners' writing are considered, given that…
Descriptors: Language Tests, Test Construction, Foreign Countries, Oral Language
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Corbin, Bryan – English in Texas, 2019
Providing written commentary on essays to students in English has long been a challenge for instructors. With increasing numbers of students being placed in classrooms, it can be difficult to deliver an adequate amount of feedback without taxing too much of teachers' time. Consequently, the author wanted to know what feedback students valued most…
Descriptors: Essays, Preferences, Writing Evaluation, Feedback (Response)
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Kostopoulou, Stergiani; O'Dwyer, Fergus – Language Learning in Higher Education, 2021
This evidence-based, procedural paper outlines academic writing peer review practices conducted by Pre-Master's Pathway and pre-undergraduate Foundation programme students at two Irish universities. The theoretical framework section presents the view that formative teacher feedback on student writing alone is insufficient, suggesting sustainable…
Descriptors: Peer Evaluation, Second Language Learning, Second Language Instruction, Undergraduate Students
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Bali, Reetu – Changing English: Studies in Culture and Education, 2015
This essay explores what the development of writing might look like and how it might take shape in a secondary English classroom. The study problematises current definitions of progress. In direct opposition to standards-driven models, I propose an alternative way of thinking about the development of writers through a series of narrative accounts…
Descriptors: Writing Instruction, English Instruction, Grade 7, Secondary School Students