Second language (L2) writing research has demonstrated that young learners discuss linguistic issues, make use of feedback, and show a generally positive disposition toward writing tasks. However, many issues deserve further investigation. Regarding task implementation, few studies have been conducted with young learners writing individually, and…

This study explored a way to help Japanese university students write longer essays while maintaining grammatical accuracy. Participants were three groups of students enrolled in a one-year EFL course in different academic years (N = 111), and the number of words they wrote in 30 minutes and the number of errors made per 100 words were compared. To…

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…

Since its release, ChatGPT has raised concerns in many teaching contexts given its threat to reliably evaluating learners' knowledge and skills. Within task-based pedagogy, however, this technology opens new avenues for second language (L2) teaching when adopting the technology as a writing buddy. Our study explores how ChatGPT as a model impacts…

Researchers have been investigating the effects of different planning conditions on learners' second language (L2) writing performance. However, whether such effects differ regarding specific planning conditions and task complexity has remained underexplored. This study examined the effects of pre-task planning (PTP) versus unpressured online…

Over the past 40 years, second language educators and assessors have come to the realization that investigating the process of writing can shed light on language teaching, learning and assessment practices (Odendahl & Deane, 2018). What L2 writers do and think while writing can provide links between the task, the related construct and the…

Artificial intelligence (AI) for supporting second language (L2) writing processes and practices has garnered increasing interest in recent years, establishing AI-mediated L2 writing as a new norm for many multilingual classrooms. As such, the emergence of AI-mediated technologies has challenged L2 writing instructors and their philosophies…

Background: Data-driven learning (DDL) has been regarded as one of the promising approaches that could effectively enhance writing performance of English as a foreign language (EFL) learners. Although extensive research has been conducted on the use of DDL in developing various aspects of writing skill, there exist only few studies to date that…

This study investigates the influence of a grammatical reconstruction task on talk and subsequent individual writing. In a South Korean university, two classes alternated learning conditions, between 'read-summarize-write' and 'read-reconstruct-write'. In the summarize condition, small groups collaborated to create a summary of the reading; in the…

This study examined multiple measures of written expression as predictors of narrative writing performance for 362 students in grades 4 through 6. Each student wrote a fictional narrative in response to a title prompt that was evaluated using a levels of language framework targeting productivity, accuracy, and complexity at the word, sentence, and…

Whether type of written corrective feedback (WCF) impacts L2 learning has been investigated for decades. While many product-oriented studies report conflicting findings, the paucity of studies adopting both a process-oriented and curricular approach (e.g., Caras, 2019) underscores the call for further research on: (1) the processing dimension of…

Although research about the effectiveness of second or foreign language collaborative writing for jointly written products has proliferated in the last few decades, there has been less examination of whether and how pre-task preparation could maximize the language learning opportunities that collaborative writing can afford learners. Informed by…

This study investigated the effects of strategic planning and task structure (personal, narrative, and decision-making tasks) on L2 writing outcomes. One hundred and twenty intermediate English as a foreign language learners were randomly divided into strategic-planning and no-planning-time groups. The strategic-planning group performed the three…

This study investigated how task complexity influences second language (L2) writing. Specifically, it focused on the possibility that prompts can create different demands at different stages of L2 writing production and on ways that prompts may affect learners' engagement in the revision of their writing. Fifty-one English as a foreign/second…

The current study used a scale-based approach and complexity, accuracy, and fluency (CAF) analysis to comprehensively capture the effects of the sociocognitive-transformative approach on 2nd language (L2) learners' writing performance. The study involved 66 preuniversity intermediate L2 students from 4 different English classes. I randomly…