Designed to gauge the actions, skills, and strategies that students use to identify, extract, and synthesize information from multiple source materials, integrated writing tasks are particularly challenging for ESL writers. Previous research tended to focus on a limited number of integrated tasks, mostly summaries of one or two sources, thus…

Writing is a critical skill for success in all areas of life, but it is one of the least taught skills in school. Teachers consistently report being unprepared to teach writing. In this study, set in a Southern U.S. boomtown, teachers received two days of practice-based professional development for a ten-week implementation of self-regulated…

Self-regulated reading-to-write (R2W) can be portrayed as learners' proactive learning of useful elements (e.g. content, rhetorical features, and conventions) from reading by using strategies, which is an effective mechanism connecting reading and writing, to improve their writing competence. In the present study, six major types of self-regulated…

This study examined the effects of integrating writing strategy training into EFL writing instruction on learners' strategy use and writing performance. Two classes of EFL adult learners participated in this study. The experimental group were instructed with the writing strategy training in their EFL writing class for 14 weeks, whereas the control…

Integrated writing is increasingly used in language assessment programmes. As a hybrid task, it requires students to coordinate different language skills, i.e. listening, reading and writing, to retrieve information from multiple sources, and compose an essay for a specific purpose. Tapping into the varied skills that contribute to successful…

This study examined the effectiveness of Self-Regulated Strategy Development (SRSD) to improve students' ability to write expository essays after reading social studies text. Third-grade general education teachers (N = 14) were randomly assigned by clusters to SRSD or a business as usual control condition. One hundred and eighty consented students…

Many English language proficiency (ELP) tests used for university admissions and placement now include integrated writing tasks that require examinees to use external sources when writing. Integrated writing tasks improve test authenticity and impact, but they raise several validity questions, such as what academic language skills they engage and…

The purpose of this study was to evaluate the efficacy of a curriculum based on self-regulated strategy instruction in college developmental writing courses. Prior research that had found large effects on the writing quality for essays without sources was extended to include strategies for critical reading and note-taking, writing summary response…

This study examines and compares L2 grammatical accuracy in digital multimodal writing (DMW) and monomodal text-based writing (TBW). Utilizing a mixed-methods design, the research incorporates a dataset comprising 180 written texts, a questionnaire, and text-based interviews. Sixty EFL learners were assigned to two groups (TBW and DMW) and…

The purpose of the study was to examine the effect of using Six Thinking Hats (STH) strategy on the development of writing skill and creativity of seventh grade EFL students. A pretest and posttest quasi-experimental research design was employed involving 65 (34 control, 31 experimental) seventh grade EFL students studying in one of the higher…

Composition researchers have become increasingly concerned with the issue of knowledge transfer: the use of knowledge and skills learned in one setting to complete tasks in a different setting. In terms of writing-related knowledge transfer, research suggests that rigid rules and formulas for writing do not transfer as successfully as flexible…

This research conducted diagnostic assessment of problems in first-year undergraduates' English academic papers and tracked potential sources of the problems to the writing process and strategy use. Data collected include 339 term papers and interviews with 17 students. The samples were manually error tagged and marked against a detailed…

The instruction of metadiscourse markers to L2 writers has been recommended by some scholars to assist them in employing a certain tone in persuading readers. Nonetheless, there is a dearth of research investigating the effect of process-based instruction on hedging and boosting devices to L2 learners. To fill this gap, the present study aimed at…

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 empirical study examines the sustainability and generalisability of the impact of the storytelling strategy, which was implemented earlier with grade 7 students. The sample of this study involved 30 students which are randomly chosen and four teachers, who participated in the experimental groups. The researcher used the mixed approach for…