Motivational regulation has long been recognized as an essential but insufficiently investigated aspect of self-regulated learning (SRL), especially in relation to learning English-as-a-foreign-language (EFL) writing. This study intends to fill the gap by investigating the predictive effect of motivational regulation strategies on EFL students'…

This protocol guides the review of research that informs the What Works Clearinghouse (WWC) intervention reports in the Adolescent Literacy topic area. The protocol is used in conjunction with the "WWC Procedures and Standards Handbooks (version 4.0)." Literacy skills are critical to understanding information presented in written or oral…

The What Works Clearinghouse (WWC) Practice Guide, "Teaching Secondary Students to Write Effectively," offers educators three specific, evidence-based recommendations that address the challenges of teaching students in grades 6-12 to write effectively. This summary focuses on the first of the three recommendations: Explicitly teach…

This article reports on a one-year EFL extensive reading programme involving blogging, and documents its effects on learners' literacy growth evaluated by their writing fluency (for example the number of words) and depth of reading (for example ideas reflected in the posts). While a great deal of research suggests that reading is the underlying…

Supporting upper elementary students' higher level (i.e., analytic) thinking about texts in writing is a challenge for many teachers, in large part because what it means to analyze text is not well defined and because this skill is a relatively new expectation in elementary grades. In this article, the authors clarify the goal of three common…

A cross-disciplinary team of composition, communication, and library faculty used lesson study to investigate interdisciplinary instructional strategies to improve students' use of quoting in their writing. The team developed a three-class lesson plan to introduce the concept of quoting, practice the concept, and allow students to reflect on their…

This article presents a three-strand approach to help L2 writers in English as a foreign language (EFL) and English as a second language (ESL) instructional contexts achieve greater cohesion in their written work. The approach focuses on (1) the analysis of authentic texts, (2) the development of productive vocabulary, and (3) information…

Non-Chinese-speaking (NCS) South Asian students, as ethnic minority group in Hong Kong, are the main disadvantaged social cohort in Chinese language learning. It has been a challenge for L1 Chinese teachers to conduct L2 Chinese teaching to NCS students with diversified native languages and socio-cultural backgrounds. "Reading to Learn,…

The objective of this study is to investigate the common errors of L2 learners in a Turkish university setting where they have to learn L2 and pass a B1 level exam in order to be faculty students. The study aims at identifying what types of errors the learners do, what the possible determining factors at the background are and how they can…

Metacognitive learning strategies are higher--order executive skills that help learners become more independent, autonomous, and capable of planning, monitoring and evaluating learning process. This research was aimed at investigating EFL students' attitude towards the use of metacognitive strategies in writing. Data were generated through…

This research aimed at finding out the students' writing language accuracy and their experience (perception) after learning how to use the integration of Think-Pair-Share (TPS) and Teacher's Corrective Feedback (TCF) within discovery learning strategy. A quantitative study in the form of pre-experimental design was conducted which involved 24…

This is a longitudinal case study using a mixed-methods research design to track how two Korean university students improved their English writing competence over one year with the aid of automated writing evaluation (AWE) program, Criterion. The participants wrote essays outside of class every month for one year, submitting first and later second…

This study set to investigate the critical importance of integrating Student Team Achievement Division (STAD) and "WebQuest," STADIBTM for short, on developing the advanced-level argumentative writing skills of L2 English university students. The study employed a pre-posttest comparison of the experimental group (N=54) versus the control…

In China, since 2004, developing students' overall communicative competence has become the central goal of the current College English Curriculum Requirements. However, this goal has yet to be addressed, particularly in regard to the teaching of writing. This paper examines whether and how changes in teachers' knowledge base related to teaching…

School-based practitioners are to implement and report functional behavior assessments (FBAs) that are consistent with both the research literature and the law, both federal and state. However, the literature regarding how best to document the FBA process is underdeveloped. A review of applied behavior analytic and school psychology literature as…