Effective writing is essential for academic and professional success, especially for students learning English as a Foreign Language (EFL). This study aimed to investigate the correlation between different writing strategies, EFL students' self-efficacy in writing, and their actual writing performance. A descriptive-correlational research design…

With the large increase in online English language learners, there is a need to explore how those learners practise self-regulated writing in such an autonomous learning context. This article reports on an exploratory study of self-regulated learning strategies used by two writing-proficiency groups (low and high) of Saudi English majors within an…

The hybrid nature of reading-to-write tasks calls for more empirical research on understanding the relationship between L2 reading, writing, and proficiency. This study examines summaries written by 46 Emirati university students, who were asked to write a 150-word summary of an expository text on the topic of "consumerism" during class…

This study explores the impact of sociocultural theory-based instruction on enhancing L2 learners' writing skills including grammatical accuracy, coherence, cohesion, task response, and lexical resources for the IELTS. To this end, a cohort of 40 participants, spanning intermediate and advanced proficiency levels, was divided into experimental and…

While there are a variety of reasons for implementing English medium instruction (EMI) at higher-education institutions (HEIs) worldwide, this decision is often made without consideration of its potential impact on student learning. Federal HEIs in the United Arab Emirates (UAE) are no exception. With English language admission standards at…

Grounded in the activity theory, we adopted a sequential explanatory mixed-methods approach to explore the impact of automated written corrective feedback (AWCF) on English as a foreign language (EFL) learners' academic writing skills (i.e. task achievement, coherence and cohesion, lexicon, and grammatical range and accuracy). To this end, two…

Background: Research in the field of writing pedagogy within higher education has extensively examined the significant roles that feedback plays in the development of students' writing skills. However, comparative studies that investigate the efficacy of teacher-provided written and oral feedback, both with and without the aid of technology,…

This study centers around Vietnamese students, with a comparison with East and Southeast Asian students who share the same cultural idea, at higher education level who want to acquire better writing skills in English in and out of academic settings. Since English is not the students' first language, they normally craft an essay from the vocabulary…

This study aims to examine the challenges that face EFL teachers in applying negotiation for meaning pedagogy in teaching writing skill. To collect qualitative data, classroom observation and semi-structured interviews were employed as data collection methods whereas for analyzing the data, a thematic analysis technique was used. The findings of…

From the perspective of complexity theory and based on Robinson's Cognition Hypothesis and the Triadic Componential Framework, this paper investigated the effect of manipulating task complexity along resource-dispersing dimension on L2 written performance. The results showed that: 1) Significant interactive effects were found between the two…

Face-to-face and computer-mediated collaboration have been used extensively in educational practice. However, research on teaching writing skills for English as a foreign language under collaborative conditions has reported mixed or even negative findings. Cognitive load theory can be used to explain many of these contradictory findings. An…

Although an emerging field, seamless learning (SL) can be a powerful tool, and in this study, it was integrated into a peer-assisted learning (PAL) center in such a way to concentrate on the development of undergraduate English writing skills in Thailand. This quasi-experimental quantitative and qualitative study was conducted at an international…

The article is devoted to the actual problem of teaching students of non-linguistic majors to write in a foreign language. The purpose of the study is to assess the students' level of written language competence. In 2018 and 2019, the Academic Competition (AC) of foreign languages "Prometheus" was held at South Ural State University…

Acquisition of an additional language is assumed to involve several internal and external factors for the learner. Among external factors, instructional procedures and materials are vital in helping learners master L2 skills. This study investigates how the instructor's instructional variables and in-house materials influence tertiary-level Omani…

This study reports the results of a mixed-methods approach to investigate the impact of peer online learner-driven feedback (LDF) using Google Docs and peer-editing in a face-to-face classroom on EFL learners' writing skill. As this study was conducted using a quasi-experimental design, two intact groups, each including twenty EFL learners, were…