This research sought to examine the impact of electronic portfolio -based writing instruction on the second language writing performance and writing self-efficacy of Chinese English as a foreign language (EFL) learners. A total of 64 participants were divided into two groups, an experimental group (n = 31) and a control group (n = 33). The…

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…

In recent decades, web-based collaborative writing has become popular as a technical technique for improving collaboration. The study explored the effect of Google-mediated collaborative writing (henceforth GMCW) and face-to-face collaborative writing (henceforth FTFCW) on developing English as a Second Language (henceforth ESL) students' global…

Historically, both special education and inclusive general education teachers report feeling unprepared to teach writing, specifically for students with high-incidence disabilities (HID) and those considered to be low-performing writers. Unfortunately, in the United States, these student populations are not making adequate gains in their written…

This article addresses key issues in WAC/WID regarding translation and biliteracy. Informed by translingual scholarship, genre studies, and history of the English language research, it first defines translation politically and historically, and as always involving negotiations of meaning-making across linguistic repertoires and genres. It then…

The problem that led to this research is a lack of integration of digital tools in writing instruction at elementary school may result in students who are not digitally proficient writers being at a disadvantage (Culatta, 2021). Research surrounding teachers' attitudes towards the role of technology in the classroom usually refers to the frequency…

Research in feedback literacy (Carless & Boud, 2018; Molloy et al., 2020; Yu & Liu, 2021; Zhang & Mao, 2023) explores student use of written feedback and barriers to feedback uptake; the role of faculty in designing contextually appropriate feedback has been termed teacher feedback literacy (Carless & Winstone, 2020). When feedback…

This current study aimed to reveal expert opinions on the development of informative text-writing skills through descriptive writing practices. The methodological design of this study is a case study that is one of the qualitative research types. In the process of data collection, 65 expert opinions were sought, 55 of whom were Turkish Language…

The iterative process of writing a co-authored manuscript may take several months to complete. Draft-in-a-day is an alternative group-based approach to writing that draws on concepts from social cognitive and group dynamics theories to efficiently write the first draft of a manuscript, while providing rich opportunities for trainees to develop…

Despite the importance of learning to teach writing, many preservice teachers do not take a writing course as part of their teacher preparation. For those universities that do offer a writing methods course, teacher educators face challenges in designing responsive and rigorous clinical experiences especially since writing is often under taught in…

Written expression is an area of the curriculum with which many students with disabilities (SWDs) struggle. One solution to mitigate the barriers associated with this topic is to use educational technology supports such as speech-to-text, text-to-speech, and predictive text. Even though there has been an increase in technology access in the…

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…

The purpose of this study was to investigate the effects and social validity of Read STOP Write, a text structure intervention for reading and writing, in grades four and five. In a cluster randomized trial, 11 teachers in three elementary schools were randomly assigned to deliver Read STOP Write or RARE Reading & Writing, an alternative…

This study described the features of writing instruction in widely used kindergarten English Language Arts programs and examined their alignment with evidence-based, best-practice guidelines. Three popular curricula were selected for analyses: Reading Wonders, Journeys, and Reading Street. Our coding of teacher manuals focused on instructional…

Contemporary nonfiction for young people plays a crucial role in the reading and writing lives of K-12 students. It is a rich and compelling genre that supports students' development as critically, visually, and informationally literate 21st century thinkers and creators. Unlike many textbooks and materials written for online or print-based school…