This paper analyzes the lasting impacts of a project aimed at teaching children how to read and write at age 6. Using a Difference-in-Differences methodology, the results show that it is not enough to get children literate at age 6 to secure lasting effects; the instruction process is also an important factor: Only pupils exposed to the Phonics…

"Bordered Writers" explores how writing program administrators and faculty at Hispanic-Serving Institutions (HSIs) are transforming the teaching of writing to be more inclusive and foster Latinx student success. Like its 2007 predecessor, "Teaching Writing with Latino/a Students", this collection contributes to ongoing…

The use of mobile technology for learning in organizations and the workplace is spreading widely with the development of infrastructure and devices that allow ubiquitous learning and training. Since learning, teaching, and training in a mobile-saturated environment is a developing field, implications for a combined overview of these topics may be…

Written Corrective Feedback (WCF) is used extensively in second-language (L2) writing classrooms despite controversy over its effectiveness. This study examines indirect WCF, an instructional procedure that flags L2 students' errors with editing symbols that guide their corrections. WCF practitioners assume that this guidance will lead to…

This study aims to re-story the provision of the context-model-based instruction in teaching EFL writing, focusing especially on students' development of the context model and learning to guide EFL writing with the context model. The research data have been collected from the audio recordings of the classroom instruction, the teacher-researcher's…

Nationwide budget cuts have forced many public school systems to significantly reduce opportunities for engaging in creative arts in the classroom despite the fact that such programs are associated with positive child outcomes. To address this deficit, we developed and executed the "Afterschool Creative Expression Program" (ASCEP) and…

Peer feedback plays a pivotal role in stimulating students' participation in L2 writing, which has the potential to develop students' writing skills. The concept of metacognition has also been examined to facilitate learner writers in their learning process. As such, this study drawing upon the concept of metacognition explores the implementation…

Seventh grade teachers at a Colombian public school chose cooperative learning as a strategy to improve student's social performance and as a tool to get learners to enrich their academic level. This article reports on an action research and innovation project focused on the results eight students obtained in their written performance in English…

Within the growing field of scholarly literature on foreign language (FL) writing pedagogy, few studies have addressed pedagogical questions regarding the teaching of writing to advanced language learners. Writing fellows peer tutoring programs, although typically associated with first language writing instruction, likely can benefit and support…

This action research study investigates the effectiveness of a model based on the theory of systemic text analysis for the teaching of EFL writing. Employing students' pieces of writing and a teachers' survey as data collection instruments, the writing performance of a group of monolingual intermediate level adult students enrolled on a private…

Many communication instructors make allowances for grammatical error in nonnative English speakers' writing, but do businesspeople do the same? We asked 169 businesspeople to comment on three versions of an email with different types of errors. We found that businesspeople do make allowances for errors made by nonnative English speakers,…

Much research shows that students do not transfer learning well from one class to the next. This study was designed to investigate if students were transferring rhetorical strategies from their disciplinary courses to advanced writing courses. The findings suggest that business majors not only transferred rhetorical knowledge from their other…

Institutions of postsecondary education, and the field of writing across the curriculum and in the disciplines (WAC/WID) in particular, need to do more to trouble learning paradigms that employ writing only in service to particular disciplines, only in traditional learning environments, and only in particular languages, or in service to an overly…

The aims of this study are to investigate the difference between peer- and teacher-assessment and to identify and explore the components in given criteria that students find easy or difficult when writing essays. One hundred and four essays and a survey were collected from 26 students at a Korean university in Seoul. The essays were analyzed to…

Despite the availability and growing use of digital story software for authoring and instructional purposes, little is known about learners' perceptions on its integration in the foreign language writing class. Following both a social semiotics approach and activity theory, this study focuses on six advanced Spanish learners' perceptions about the…