Writing programs and academic libraries are frequent collaborators based on shared concerns about writing and research. However, in these collaborative relationships librarians often share their expertise with writing program administrators and individual instructors without developing the information literacy expertise of the majority of writing…

The aim of the study is to determine the relationship between primary school pre-service teachers' self-efficacy beliefs in teaching Mathematics and First Reading and Writing courses. The sample consists of 484 1st and 4th grade pre-service teachers selected from four universities in Turkey. In the study, Mathematics and First Reading and Writing…

Pared down standards, according to ASCD author Mike Schmoker, are the cure to the Common Core. In this provocative article, Schmoker describes how the Common Core literacy standards have largely been a "disaster"--their tangled implementation "an impossible profusion of grade-by-grade minutiae." To "right the ship of…

This paper presents a secondary analysis of data collected during an intervention study in which students learnt to synthesise pairs of texts presenting opposite views on controversial issues. The original intervention study included two treatments and examined the effects of two instruction conditions when instructional materials and tasks were…

Reading is seen by many as an essential ingredient for learning to write. Is the relationship between reading and writing reciprocal? Does the path to better reading involve becoming a good writer? The answer to these questions presents a paradox. One does not have to learn to write in order to learn to read, as learning how to write or type words…

Writing is a complex, multi-faceted skill that students begin to learn early in their elementary school years and utilize throughout the rest of their academic, personal, and professional lives. Despite the importance of developing effective writing skills, elementary teachers today often lack the necessary training and preparation to provide…

The rich body of research on dialogic, exploratory talk points to its significance in developing and securing student learning (Alexander, 2018; Gillies, 2016; O'Connor & Michaels, 2007; Reznitskaya et al., 2009). More recently, this body of research has begun to consider dialogic talk specifically in the context of literacy education (for…

For English as a foreign language (EFL) graduate students in STEM, with the need to publish in an international journal comes the double burden of developing general English language skills and discipline-specific writing skills. To help these students effectively, discipline-specific scientific writing (SW) instruction is necessary but has been…

Since written assignments often constitute the main form of assessment in tertiary education, academic writing skills are of paramount importance to university students. The role of academic writing in turn emphasises two aspects vital for successful written production at universities: genre awareness as students are assessed on the production of…

Learning to write in English as a Foreign Language (EFL) has always been an issue for most learners since it requires intensive cognitive activity along with language proficiency. This mixed-methods study aimed to examine if interactive Video Embedded Infographics (VEI) could ease this process in a flipped classroom setting compared to traditional…

This article introduced a teaching innovation practice, i.e., digital multimodal composing, in College English course in mainland China. The purpose of this practice is to respond to the developing L2 student writers' difficulty of lacking linguistic resources to express their creative ideas, and empower them to leverage multiple modes other than…

While previous research has identified misalignment of L2 teachers' beliefs and practices on written corrective feedback (WCF), much remains to be known about whether and how writing teachers' beliefs may vary across contexts and evolve over time, as well as the extent to which their beliefs are manifested in their practice. To address this issue,…

With the rapid development of Artificial Intelligence, automatic writing evaluation (AWE) has received much attention from English Foreign Language (EFL) writing teachers. However, the obstacles and potential problems of integrating AWE in EFL writing instruction have yet to be explored. Scholars have indicated that the effectiveness of AWE in EFL…

Students' engagement plays a pivotal role in how they respond to teacher's written feedback on their writings. Despite the ubiquity of prior research on teacher's corrective feedback in EFL writing classrooms, university students' engagement with the teacher's written corrective feedback (WCF) in tertiary writing classrooms receives scanty…

During the pandemic three widespread shifts in teaching cultures affected digital writing pedagogies: resilient teaching, open teaching, and inclusive teaching. Resilient teaching design emerged as a strategy to counter the unpredictability of public health policies on class delivery modes, and emphasised designing for maximising student…