This article draws on a qualitative study of Chinese international undergraduates at the University of Illinois at Urbana-Champaign. Throughout, I argue that these students' FYW experiences compel BW instructors and WPAs to reevaluate pedagogies long thought to empower underrepresented students, ones rooted in our encounters since Open Admissions…

This article discusses a method of grammar feedback in Basic Writing that asks students to determine the extent of grammar feedback the instructor provides on their writing. Student-directed grammar feedback acknowledges students' agency and ownership of their own languaging and aligns with translingual writing pedagogy. Drawing on students'…

Online learning democratizes and provides flexibility in accessing education, but it also places greater demands on students' self-regulated learning strategies. Previous studies have explored the important impact of effort regulation on academic performance. However, there remains more to explore on the dynamics of effort regulation among…