With the rapid advancement of information technologies, automated writing evaluation technologies have developed so fast that they can be applied to writing assessments. However, scanty studies have pooled the effects of automated writing evaluation on writing performance. Through a PRISMA protocol-based meta-analysis, this study concludes that…

With the continuous development of technological and educational innovation, learners nowadays can obtain a variety of supports from agents such as teachers, peers, education technologies, and recently, generative artificial intelligence such as ChatGPT. In particular, there has been a surge of academic interest in human-AI collaboration and…

Legislative frameworks in England have been designed to support children with special educational needs and disabilities (SEND). Despite efforts from policy makers, achievement gaps persist between students with SEND and their typically developing peers. This study examines the extent and persistence of academic achievement gaps between students…

Writing anxiety is a common phenomenon among most English as Foreign Language (EFL) learners, particularly those majoring in English language and literature. However, writing anxiety triggers and effective interventions in under-resourced contexts remained largely unexplored. Through a mixed-method approach, this study examined perceived causes of…

Examining the impact of reading instruction on writing can help to refine the theoretical models to better explain how skills in reading support skills in writing and inform the development of literacy curricula that leverage the synergies between reading and writing instruction. Therefore, the purposes of this study are to investigate if the…

Being able to write a sentence is an essential part of overall writing proficiency, but this can be a challenge for many students. This article provides a systematic review of the extant literature on sentence-writing instruction. Sixteen studies designed to improve sentence writing for students who are typically achieving or have disabilities or…

Self-Regulated Strategy Development (SRSD) is a criterion-based teaching approach incorporating explicit and systematic instruction of writing strategies, knowledge or skills, and self-regulation procedures into writing. This study aims to estimate the overall average effect of SRSD on English writing outcomes and to examine the extent to which…

Youth with conduct problems have poorer academic outcomes than their typically developing peers. The objective of the current study was to examine how sexual minority status was associated with trajectories of teacher-rated mathematics and language arts (i.e., reading and writing) achievement in seven consecutive years across the transition to…

Incremental intelligence plays an important role in self-regulating and enhancing writing performance among language learners. The present study aimed to investigate the relationship among variables of the incremental theory of intelligence, self-regulatory writing strategies, implicit theory of writing, and writing performance in EFL learners. To…

This is the protocol for a Campbell systematic review. The objectives are as follows. This review aims to investigate the effectiveness of all types of teacher-delivered classroom-based strategy instruction aimed at students in the general population (all students) including struggling students (with or at-risk of academic difficulties) in ages…

Considering the undeniable importance of examining the role of domain- and skill-specific individual difference factors in second-language (L2) writing research, this study examined the possible roles of English-as-a-foreign-language (EFL) learners' ideal L2 writing self and growth L2 writing mindset in their L2 writing grit, which may in turn…

"What works?" As teachers, it's a question we often ask ourselves about teaching writing, and it often summarizes other, more specific questions we have: (1) What contributes to an effective climate for writing? (2) What practices and structures best support effective writing instruction? (3) What classroom content helps writers develop?…

Integrated writing has gained importance in both tertiary and secondary learning contexts. However, assessment tasks at secondary schools have received little attention. To obtain evidence of skill integration, a task-defining feature for integrated writing, we developed a comprehensive questionnaire study of an understudied task used in the…

Background: Assignments that involve writing based on several texts are challenging to many learners. Formative feedback supporting learners in these tasks should be informed by the characteristics of evolving written product and by the characteristics of learning processes learners enacted while developing the product. However, formative feedback…

Peer feedback via CMC modalities has become an alternative to conventional in-class peer feedback due to the rapid rise of educational technology and the widespread use of computer-mediated communication in L2 education. Despite the fact that much research has been published on the benefits of CMC tools for enhancing L2 proficiency, the number of…