Focusing efficiently on potential weaknesses in the validity argument of writing assessments--such as writing subjectivity, content coverage, criteria vagueness, and raters' incompetence--has been shown to positively enhance teachers' overall writing assessment competence (AC). In this study, we propose a computational bootstrapping model of…

This study endeavored to gain insights into English as a Foreign Language (EFL) preferred strategies in teaching EFL writing during the pandemic, particularly dealing with technology use. Six writing teachers from various universities in East Java, Indonesia, participated in this study. They were asked to respond to interview questions that were…

This book incorporates both practice-based information and research to underpin teachers' emotions in the teaching and learning settings of second language (L2) writing, in the Chinese tertiary educational context. It introduces and validates a new conceptual framework for evaluating the causes and effects of the emotions of L2 writing teachers…

This book explores how EFL writing teacher education is theoretically, pedagogically, methodologically and sociopolitically shaped, given teachers' unique local contexts and circumstances. It showcases practitioners and researchers teaching in, or studying, geographic areas that have as yet been under-represented in international publications, and…

This article discusses how academic writing pedagogies for multilingual students can be transformed by the literacy traditions that these students bring to North American classrooms. This is an embodied and personal rendition, situated in the author's South Asian literacies as illustrative of Global South traditions, and draws from his own…

Corpus-based language teaching is one area of second language (L2) pedagogy in which L2 teachers may benefit from extensive guidance on how to integrate digital tools into pedagogical practices. Direct corpus approaches like data-driven learning (DDL) cultivate learner engagement and language discovery. However, second language writing (SLW)…

In this qualitative methods study, I draw on Paul Kei Matsuda's 1999 article "Composition Studies and ESL Writing: A Disciplinary Division of Labor" to examine if, more than 20 years after its publication, there is still a significant disciplinary division between ESL writing and first-year college composition. I surveyed writing…

Although research interest in second language (L2) teachers has grown, novice L2 teachers remain understudied, especially writing teachers. Existing research on L2 writing teachers has largely centred on cognitive development, often overlooking crucial personal and socio-contextual aspects. Utilising a narrative case study approach, this study…

This interview study takes translingual identity as its theoretical framework and a sociocultural linguistic approach as an analytical tool to examine how two Western-educated Taiwanese professors of English writing (Beth and Nita) construct a translingual professional identity. While Beth presented herself as a competent writing instructor beyond…

The mixed-method study firstly drew on regression analysis to check what influential variables were in constructing authorial voice of 45 Chinese MTI students (postgraduates) in an EFL writing course, and then based upon quantitative findings, qualitatively examined how students' EFL writing may resonate with voice teaching in the course with data…

This study contributes to the Global Southern epistemological debates on the professional identity negotiations of Global-North-educated English as a Foreign Language (EFL) instructors. Using semi-structured interviews, the study analyses how two Saudi Arabian EFL instructors, during their PhD studies in the United States, and upon their return…

The discipline of curriculum studies has long understood curriculum to be more than just the official documents and materials created by experts. The reality of curriculum is much richer than that, taking into account what is intended, enacted, experienced, learned and more by numerous stakeholders, including both teachers and students…

Peer Assessment (PA) has recently been gaining increasing popularity in higher education due to its advantages in engaging students, and its use in English as a Foreign Language (EFL) writing classes is very common in Indonesia. The implementation of PA became more necessary when the government regulated emergency remote teaching in response to…

As an important instructional affordance, teacher written feedback is widely used in second language (L2) writing contexts. While copious evidence has shown that such a pedagogical practice can facilitate L2 learners' writing performance, especially their writing accuracy, little is known about how novice writing teachers conceptualize and enact…

This qualitative research seeks to understand L2 student writers' perceptions of writing anxiety when drama-based pedagogy and linguistic guidance are provided. This study draws on a qualitative analysis of 22 English-as-a-foreign-language (EFL) students' episodes of dramatic presentations, reflections, interviews, and English essays collected…