Computer-Assisted Language Learning (CALL) has evolved into an integral part of today's classrooms as a direct result of technological advancements. One of the most remarkable outcomes of CALL is the widespread use of Computer-Mediated Feedback (CMF) in classrooms. Notwithstanding that the previous studies have offered an insight into CMF, it has…

This study aims to investigate the processes of learners' collaborative writing using Google Docs and their perceptions of the collaborative process. Twenty-four undergraduate ESL learners undertaking an academic writing course participated in this study. They were tasked with a paired writing assignment as part of the coursework. Google Docs was…

This study investigated the effectiveness of the hybrid-flipped classroom model in improving English-as-a-Foreign-Language (EFL) learners' argumentative writing skill. Also, it examined the students' perceptions on the effectiveness of the model as a means of learning argumentative writing skill. To these ends, a sample of 50 EFL learners from a…

Peer feedback has long been recognized for its value in improving second language learning outcomes. However, limited attention has been given to the potential influence of translanguaging in the process of online peer feedback on learners' second language writing performance. To fill the gap, we carried out this mixed-methods study to examine to…

Background: The transition from teacher-centred towards student-centred approaches in English language teaching, accompanied by developments in educational technology, has attracted researchers' attention to reverse teaching or flipped class. The related literature asserts that this mode of instruction might influence instructors' and students'…

In science education, the improvement in students' ability to construct arguments at the primary school level has been reported. Although these studies have identified difficulties in arguments written by primary school students, they do not indicate areas that require improvement in teaching methods. This study aims to explore the possibility of…

The study investigated if teaching summarizing skills could improve the summary skills of Korean EFL university students. This study involved 38 university freshmen in a required English course and were randomly chosen as the control and experimental groups. The experimental group was taught through summarizing rules, while the control group was…

Many English-as-Second-Language (ESL) learners find it highly challenging to write problem-solution essays. This difficulty is partly caused by the pedagogies commonly used in traditional classroom settings, which have two major in-vivo constraints: time limits and low student engagement. This study proposes an innovative theory-driven…

Google Docs has recently been suggested as an efficient collaborative tool for group writing. This experimental quantitative study, including pretest-treatment-posttest design, aimed at comparing the effects of collaborative writing on Google Docs and individual writing practice on EFL learners' descriptive paragraphs. The participants were 48…

We used the POW + TREE strategy within the self-regulated strategy development (SRSD) framework to teach six 6th graders with learning disabilities to write argumentative essays. A special education teacher implemented the intervention with high fidelity 5 days a week for 40 min each day. Students were grouped within three groups based on their…

This study was conducted to examine the effectiveness of peer-review in college English as Second Language writing classes to improve ESL students' writing scores. It also investigated a statistically significant difference in college ESL students' writing scores between those who use the self-check list and peer review worksheet and those who…

Having students write reflections has been shown to help teachers improve their instruction and students improve their learning outcomes. With the aid of Natural Language Processing (NLP), real-time educational applications that can assess and provide feedback on reflection quality can be deployed. In this work, we first evaluate various NLP…

This study aimed to develop characteristics of the Genre-Based approach (GBA) via the Miro platform and to discover results on using this approach and the Gathering, Processing, Applying, and Self-Regulating (GPAS) process. The study employed experimental research using a true group pretest-posttest control group design with Grade 8 students…

Writing comprehensibly, dynamically, and persuasively in a foreign language is a significant challenge for learners. Written communication assesses language and writing progress for various summative and developmental goals. Scenario-based assessment (SBA), as one of the methodologies of classroom-based assessment (CBA), aims to elicit both…

Studies analysing the metatalk generated in collaborative writing (CW) tasks have primarily targeted secondary or adult students who wrote either in L1 or L2, and have seldom examined the process of their writing in two languages. Furthermore, these analyses have mostly focused on accuracy discussions and have ignored discussions aimed at making…