This study inspected how techno-competence in artificial intelligence (AI)-driven evaluations affected EFL learners' boredom, self-esteem, and writing skills. To do so, 66 Saudi Arabian male students from Saudi Arabia participated in the study. They were then split into the experimental group (EG) and the control group (CG). While the CG was…

This study explores the impact of sociocultural theory-based instruction on enhancing L2 learners' writing skills including grammatical accuracy, coherence, cohesion, task response, and lexical resources for the IELTS. To this end, a cohort of 40 participants, spanning intermediate and advanced proficiency levels, was divided into experimental and…

The study aims to examine the effectiveness of mobile-mediated Dynamic Assessment using a WhatsApp group to improve student's writing skills in English for Specific Purposes classrooms. Furthermore, it also investigates the students' responses toward the mediating practices through the Dynamic Assessment activities. Thirty-one students of the…

This study examines the use of evidentials in the 21 Independent Study (IS) manuscripts of EFL undergraduates across three learning contexts: onsite, online, and hybrid. The analysis reveals significant shifts in the use of evidentials, particularly during the online and hybrid phases, reflecting how these contexts influence academic writing…

Following Dynamic Systems Theory (Thelen & Smith, 1994) and Sociocultural Theory (Vygotsky, 1978), this study compared the developmental paths of low and high-achieving EFL individuals and dyads, considering production features of complexity, accuracy, and fluency (CAF). The participants included six MA students majoring in Industrial Design…

Extensive reading (ER) has the potential to enhance academic writing proficiency by supporting vocabulary growth, syntactic development, and organizational clarity. Despite its benefits, ER remains underutilized in many EFL contexts. This study investigates the impact of ER on the academic writing skills of 80 undergraduate students at Mizan Tepi…

This book focuses on research-informed approaches and techniques for teaching writing to elementary English Language Learners (ELLs). The book highlights strategies for enriching writing literacy education for elementary ELLs. With contributions from prominent scholars in the field of elementary ELL writing from around the world, the chapters in…

Normally, a pre service teacher will get an education in order to prepare themselves in cognitive knowledge, positive attitudes and skills. Moreover, what will be faced by them is educating children who are actually going through the initial stages of learning, namely reading, writing, and counting. Writing, especially cursive handwriting, helps…

The science laboratory report, a staple of science instruction across all educational levels, can be syntactically and lexically challenging for both native and nonnative speakers of English. Because mastery of the science report genre in Western societies relies on internalized knowledge of the structure of the science report as well as on the…

This study presents a meta-analytic review of serial rapid automatized naming (RAN) deficits in individuals with dyslexia relative to typical readers (based on 216 effect sizes comprising 8335 dyslexic readers, 14,083 age-matched controls, and 921 reading-matched controls). A random-effects model analysis indicated a large impairment in speeded…

Writing skills have a tendency to lose their importance day by day. In addition, writing studies with a product-based approach discourage students from writing. In teaching mother tongue, creative writing activities, considered as process-based writing approach, are among the ones that will make students feel like writing and regard writing as a…

The study investigates writing proficiency in preservice English as a Foreign Language (EFL) teachers characterized by selected discourse features inherent in their writing performance. Eighty-one preservice EFL teachers from a key normal university in the Chinese mainland participated in the study. The discourse-analytic approach was adopted to…

Challenging mathematics problems were posed as a substantial part of homework in an elective combinatorics course. The intent was to encourage undergraduate students' exploration as well as develop their technical writing skills. The bulk of students' grades on these problems rested on a three-page reflective write-up using a rubric on…

The authors develop the concept of teaching vocabulary for application (TVA) as a component of comprehensive vocabulary instruction. TVA is instruction that focuses on students' skillful application of small sets of words within academic tasks, such as text analysis and writing. The authors discuss how this instruction, with its extended focus on…

Graphical representations are frequently used but normally not explicitly taught in social studies. The authors explore how to utilize the often unused potential of disciplinary graphical representations in student writing by offering insight into a Norwegian ninth-grade classroom where students were scaffolded to use such representations. The…