The recent development in MOOCs (Massive Open Online Courses) is one of the most prominent trends of higher education courses online (Baturay, 2015), which promotes learning through flexible participation and open access via web. MOOCs are now being offered by many universities to online learners -- including English Language learners --…

Second language writing instruction has been reconceptualized in accordance with the recent shift of paradigm in second language acquisition from a cognitive to a social perspective. Remarkably, this paradigm shift is in line with the introduction of computer technology and sociocultural theory to second language teaching. To explore the combined…

Based on the Writer(s)-within-Community Model, this article focuses on the role of handwriting in writers' composing process. With the goal of highlighting the importance of researching and promoting handwriting, we provide an extensive summary of current evidence on the topic. It is well established that an important condition for skilled writing…

Recent calls for coursework acceleration, reforms efforts, and promising pedagogical practices have resulted in the reemergence of integrated reading and writing (IRW) courses in community colleges nationwide. To answer such calls, a number of IRW textbooks have been published and implemented rapidly, perhaps out of convenience. This study was a…

This study investigated the frequent grammatical errors, found in the writings of Arab students' taking English writing courses in AL-Hussein Bin Talal University Learners' errors were considered positively as the best sources to identify students' limitations in English writing. Therefore the present study intended to investigate the grammatical…

We examined the role of L1 writing on L2 writing performance by repeating the same topic twice through L1 writing first and L2 writing later. We designed what we call a 'L1 + L2 writing task' and a 'L2-only writing task' respectively. In the L1 + L2 writing task, students wrote a text in their L1, and wrote the same topic in L2, by removing the…

Recent research has highlighted the role of group metacognitive guidance in English writing. The present study was to examine 120 Chinese students learning English as a foreign language (EFL) participating in two different group metacognitive support methods for a college writing course--group feedback guidance (GFG) and self-explanation guidance…

This study aims to examine the Instructional methods and self-regulated learning in writing english subjects. Instructional methods used are Cooperative Integrated Reading and Composition and Picture-Word Inductive Model (PWIM). This research used 2x2 factorial design and is included in a quasi-study involving students of class VII semester I of…

The purpose of this study was to determine the relationship between two teaching methods used to teach reading and writing and reading comprehension skills and successes of fifth-grade students. The main difference between the two methods in our research; teaching of the first literacy in the sentence method, determined and sentences with various…

The current study aims to investigate the effect of indirect codded correction feedback (ICCF) and affective short comments of the teachers on the students writing performance. The study aims to answer whether ICCF alone enhances the quality of the students writing or does it work better with the short affective comments of the teachers. The…

Research findings support a relationship between writing self-efficacy and writing production. A multiple-probe across students design was used to evaluate the effects of a writing intervention, which included strategy instruction and cognitive-behavioral components, on the writing production of three middle school students. Visual analysis of…

The aim of the present study was to determine the effect of a collaborative writing programme through the Google Docs writing tool on the production of argumentative discourse within the framework of Modern Greek Language teaching. The participants were 23 pupils in Year 5 who received a six-month period teaching intervention (two hours per week)…

As digital technologies have become ubiquitous thanks to the Internet, new modes of feedback in L2 writing have emerged, yet what remains unclear is how feedback given through alternative modes helps improve writing quality and how new feedback tools fit in the overall context of writing instruction. Therefore, the purpose of this embedded…

A small proportion of students do not benefit sufficiently from standard intervention protocols, and require more intensive, individualized instruction. Data-Based Instruction (DBI) has a strong evidence base for addressing students' intensive academic needs, yet it is not widely implemented. In this study, we explored the usability and…

The impact of the Good Behavior Game (GBG) on students' classroom behavior has been studied for 50 years. What is less established is the impact of the GBG on students' academic progress. With emerging research in curriculum-based measurement for written expression (WE-CBM), it may be possible to observe changes in students' writing output while…