Achievement goal theory emphasizes the importance of achievement goals in learning behavior and performance, particularly in challenging tasks. However, little research has explored how achievement goals contribute to strategy use and integrated writing (IW) performance. The present study examined the relationship between achievement goals (task-,…

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…

Peer assessment has been frequently used to improve students' academic writing skills. However, how to address students' unsatisfactory attitude during the peer assessment process remains a major challenge to further improve students' learning outcome and engagement. In our project, we implemented Interactive Peer Assessment, which comprised…

As PhD candidates of geography and planning, we engage in a collaborative autoethnography to reflect on our experiences during a writing retreat. We explore the significance of material and immaterial spaces of the retreat and how these spaces impacted our academic writing. We emphasise the value of a collaborative and supportive learning…

Writing motivation has been deemed a critical aspect of the writing process because motivation affects how students engage with the writing process, how much effort and time they exert in the tasks, and the quality of their written products (Graham, 2018). Writing motivation has been the focus of recent studies on how to improve the discouraging…

Writing achievement is crucial for English as a foreign language (EFL) learners due to its impact on language skills, overall proficiency, academic success, creativity, and critical thinking. However, the teacher feedback may be problematic due to timing, subjectivity, overemphasis, and alignment with learning goals. Automated feedback, on the…

This study addresses a problem of practice at Nipmuc Elementary School (NES), a large urban elementary school in New England. State standardized test data and student writing samples showed that students were performing well-below grade level in writing. The primary factors driving this problem included teachers' lack of knowledge and low…

This research aimed to examine the effects of process-based writing modular program on writer identity. Process based writing modular program has been developed by considering process-based writing approach. In this study, quasi-experimental design with a pretest-posttest was used. The research was carried out with six second grade students. The…

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…

This exploratory study focuses on the use of ChatGPT, a generative artificial intelligence (GAI) tool, by undergraduate engineering students in lab report writing in the major. Literature addressing the impact of ChatGPT and AI on student writing suggests that such technologies can both support and limit students' composing and learning processes.…

In this study, it was aimed to examine the relationship between middle school students' academic risk-taking behaviours and writing anxiety. This relational survey type research was carried out in the 2020-2021 academic year. The sample of the study consists of 493 middle school students in a city in Turkey. The data of the study were obtained…

We evaluate how higher- vs. lower-scoring middle-school students differ in their composition processes when writing persuasive essays from source materials. We examined differences on four individual process features--time taken before beginning to write, typing speed, total time spent, and number of words started. Next, we examined differences…

Writing places heavy demands on students' cognitive capacity. Existing research suggests that planning before writing can help to alleviate this cognitive burden; thus improving the quality of student writing. In this explanatory sequential mixed-methods study, the researcher examined the efficacy of specific pre-planning tools on students'…

The aim of this study is twofold: (1) to distinguish writer profiles on the basis of students' cognitive processes and motives for argumentative writing and (2) to study differences in the distribution of students' background characteristics and in students' writing outcomes across writer profiles. Participants were students who are enrolled in…

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…