Feedback is an essential aspect of the teaching and learning process since it can objectively describe the learner's performance and guide him through revising their work to improve their academic performance. Studies regarding its application in education have recorded significant pedagogical benefits at the teaching and learning levels. The…

Self-Regulated Strategy Development (SRSD) is a criterion-based teaching approach incorporating explicit and systematic instruction of writing strategies, knowledge or skills, and self-regulation procedures into writing. This study aims to estimate the overall average effect of SRSD on English writing outcomes and to examine the extent to which…

We investigated the effect of writing interventions on written composition for students in primary grades (K-G3) with a focus on whether effects vary as a function of different dimensions of composition outcomes (i.e., quality, productivity, fluency, and other), instructional focus (e.g., transcription, self-regulation strategies such as…

Digital storytelling (DST) is a novel approach that uses modern computer technology to amplify language learning and teaching. The present study aims to review how the published DST research utilizes visuals and audio to influence the learning environment and engage adolescent and adult language learners. This was measured through their…

We investigated the effect of writing interventions on written composition for students in primary grades (K-G3) with a focus on whether effects vary as a function of different dimensions of composition outcomes (i.e., quality, productivity, fluency, and other), instructional focus (e.g., transcription, self-regulation strategies such as…

Students with intellectual and developmental disabilities (IDD) are likely to experience writing challenges that can negatively impact their overall academic, vocational, and social success. The goals of this study were to determine what writing interventions have been used with students with IDD, how their writing skills have been measured, the…

This study synthesised previous literature focused on college English for Academic Purposes (EAP) programmes for writing. A meta-analysis of identified longitudinal studies (14 samples; 175 effect sizes; N = 602) revealed that the students improved their English writing through EAP programmes (d = 0.45, SE = 0.07, p < 0.001). By computing…

As current computer-mediated communication (CMC) research is omnipresent in the foreign/second language (L2) writing process, a synthesis of the research in this realm is needed to better understand and inform the current pedagogical practices with technology in language classrooms. This article presents a review of 38 studies identifying the…

Researcher-implemented writing interventions have been shown to improve student writing performance. However, there has been limited research on teacher-implemented writing interventions, which are more likely to be sustainable in a classroom. The purpose of this review was to examine the effectiveness of teacher-implemented writing interventions…

Peer feedback is frequently implemented with academic writing tasks in higher education. However, a quantitative synthesis is still lacking for the impact that peer feedback has on students' writing performance. The current study conveyed two types of observations. First, regarding the impact of peer feedback on writing performance, this study…

Automated writing evaluation (AWE) has been frequently used to provide feedback on student writing. Many empirical studies have examined the effectiveness of AWE on writing quality, but the results were inconclusive. Thus, the magnitude of AWE's overall effect and factors influencing its effectiveness across studies remained unclear. This study…

Purpose: Students with learning disabilities (LD) often struggle to initiate writing tasks and have difficulty devoting sufficient resources to complete written compositions. Educators must determine the most effective writing instruction to help these students. Evidence-based educational practices benefit from research reviews such as systematic…

Children with autism spectrum disorders (ASDs) may struggle to self-regulate their learning, and such difficulty may be especially notable in the area of written expression. One intervention that has explored self-regulation in writing is the self-regulated strategy development (SRSD) approach. In this article, a review of the research using SRSD…

Twenty-three single-subject studies aimed at improving the writing achievement of students identified as having a learning disability were analyzed meta-analytically. The effect size phi was used to compare the writing strategies. The dependent measures used to assess the efficacy of the interventions were also coded and reviewed. Results suggest…

This meta-analysis examined if students' writing performance is improved by reading interventions in studies (k = 54 experiments; 5,018 students) where students were taught how to read and studies (k = 36 investigations; 3,060 students) where students' interaction with words or text was increased through reading or observing others read. Studies…