This quasi-experimental study investigates the effects of pre-writing (Pre-EI) and post-writing explicit instruction (Post-EI) on L2 learners' overall writing accuracy and errors at different severity levels. Situated within process-genre-oriented writing classrooms, a total of three intact groups (N = 101) were designated as two experimental…

Students with dyslexia often struggle with developing text-writing skills at the paragraph level. However, the literature is filled with examples of how explicit instruction paired with time-based feedback can be used to improve such skills for students with a variety of disabilities. Examples from the literature have demonstrated positive effects…

Morphological awareness is the metalinguistic realization that words consist of meaningful roots and affixes that can be isolated and manipulated. Learners at different proficiency levels use various forms of background knowledge such as cultural knowledge, technical knowledge, religious knowledge, vocabulary knowledge, and contextual visuals. The…

Despite extensive research on task planning in L2 writing contexts, the optimal length of pre-task planning time remains uncertain due to varying lengths used in TBLT studies. This study aimed to address this gap by investigating the effects of different pre-task planning times (nil, 5, 10, and 15 minutes) on the argumentative writing task…