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Direct linkRodríguez-Málaga, Lucía; Rodríguez, Celestino; Fidalgo, Raquel – Reading and Writing: An Interdisciplinary Journal, 2021
The principal aim of strategy-focused instruction is to teach students strategies to control their writing processes and achieve quality writing. For this purpose, nine 4th grade Elementary School classes from three different schools (N = 215) were randomly allocated to two forms of strategy-focused program called cognitive self-regulation…
Descriptors: Writing Strategies, Teaching Methods, Writing Instruction, Pretests Posttests
Download full textMacArthur, Charles A.; Traga Philippakos, Zoi A.; May, Henry; Compello, Jill – Grantee Submission, 2021
The paper presents the results of a randomized experimental study of a writing curriculum for college developmental writing courses based on strategy instruction with self-regulation integrated with practices common in college composition. Students in a full semester course learned strategies for planning and revising based on rhetorical analysis…
Descriptors: Learning Strategies, Metacognition, Writing Instruction, Self Efficacy
Vega, Luisa Fernanda Sánchez; Pinzón, Margarita María López – Latin American Journal of Content and Language Integrated Learning, 2019
The objective of this action research study was to assess the impact of the Process-Based Approach (PBA) on the development of the writing skills of young students who are learning English as a Foreign Language. The participants included 12 third-grade students from a bilingual private school in Manizales, Caldas. Six workshops were implemented,…
Descriptors: Process Approach (Writing), English (Second Language), Second Language Learning, Writing Strategies
Alavi, Sayyed Mohammad; Taghizadeh, Mahboubeh – Educational Assessment, 2014
Dynamic assessment is a procedure in which development is simultaneously assessed and improved with regard to the individual's or group's Zone of Proximal Development (ZPD; Lantolf & Poehner, 2004). This study aimed to follow dynamic assessment and investigate the impact of three types of implicit and explicit feedback on the essay writing of…
Descriptors: Foreign Countries, Alternative Assessment, Writing Evaluation, Feedback (Response)
Dilidüzgün, Sükran – Eurasian Journal of Educational Research, 2013
Problem statement: Writing an essay is a most difficult creative work and consequently requires detailed instruction. There are in fact two types of instruction that contribute to the development of writing skills: Reading activities analysing texts in content and schematic structure to find out how they are composed and process writing…
Descriptors: Foreign Countries, Preservice Teachers, Writing Skills, Essays
Turgut, Fehmi; Kayaoglu, M. Naci – Journal of Language and Linguistic Studies, 2015
This study investigates the effect of using rubrics as an instructional tool on students' writing performance in English as a foreign language. The major goal was to liberate the students from the narrow perception of writing based solely on the notion of correct grammar which is strongly felt in EFL writing. In this quasi-experimental research,…
Descriptors: English (Second Language), Second Language Learning, Scoring Rubrics, Quasiexperimental Design
Crossley, Scott A.; Varner, Laura K.; Roscoe, Rod D.; McNamara, Danielle S. – Grantee Submission, 2013
We present an evaluation of the Writing Pal (W-Pal) intelligent tutoring system (ITS) and the W-Pal automated writing evaluation (AWE) system through the use of computational indices related to text cohesion. Sixty-four students participated in this study. Each student was assigned to either the W-Pal ITS condition or the W-Pal AWE condition. The…
Descriptors: Intelligent Tutoring Systems, Automation, Writing Evaluation, Writing Assignments
Cavanagh, Martine Odile; Langevin, Rene – Language, Culture and Curriculum, 2010
The object of this exploratory study was to test two hypotheses. The first was that a student's preferential cognitive style, sequential or simultaneous, can negatively affect the imaginative fiction texts that he or she produces. The second hypothesis was that students possessing a sequential or simultaneous preferential cognitive style would…
Descriptors: Experimental Groups, Cognitive Style, Writing Strategies, Scaffolding (Teaching Technique)
