Being able to write a sentence is an essential part of overall writing proficiency, but this can be a challenge for many students. This article provides a systematic review of the extant literature on sentence-writing instruction. Sixteen studies designed to improve sentence writing for students who are typically achieving or have disabilities or…

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…

Youth with conduct problems have poorer academic outcomes than their typically developing peers. The objective of the current study was to examine how sexual minority status was associated with trajectories of teacher-rated mathematics and language arts (i.e., reading and writing) achievement in seven consecutive years across the transition to…

Incremental intelligence plays an important role in self-regulating and enhancing writing performance among language learners. The present study aimed to investigate the relationship among variables of the incremental theory of intelligence, self-regulatory writing strategies, implicit theory of writing, and writing performance in EFL learners. To…

This is the protocol for a Campbell systematic review. The objectives are as follows. This review aims to investigate the effectiveness of all types of teacher-delivered classroom-based strategy instruction aimed at students in the general population (all students) including struggling students (with or at-risk of academic difficulties) in ages…

Integrated writing has gained importance in both tertiary and secondary learning contexts. However, assessment tasks at secondary schools have received little attention. To obtain evidence of skill integration, a task-defining feature for integrated writing, we developed a comprehensive questionnaire study of an understudied task used in the…

Background: Assignments that involve writing based on several texts are challenging to many learners. Formative feedback supporting learners in these tasks should be informed by the characteristics of evolving written product and by the characteristics of learning processes learners enacted while developing the product. However, formative feedback…

STEM graduate students are expected to develop strong writing skills as fundamental components of measured success. Based on a targeted learning outcome for an interdisciplinary graduate program, and a need to support STEM graduate student writing, this study analyzes the effectiveness of a writing community, implemented to assist with enhancing…

Peer feedback via CMC modalities has become an alternative to conventional in-class peer feedback due to the rapid rise of educational technology and the widespread use of computer-mediated communication in L2 education. Despite the fact that much research has been published on the benefits of CMC tools for enhancing L2 proficiency, the number of…

Despite claims concerning the positive impact of prewriting planning, particularly of a collaborative type, research has not produced consistent results. The present study was conducted to investigate the effect of different types of prewriting planning on students' writing self-efficacy and their cognitive, behavioral, and emotional engagement.…

There is considerable concern that many adolescents do not attain the writing competence needed to be successful in school, their personal lives, or the workplace. Ensuring that students acquire this competence is a basic responsibility of schools. In order to meet this objective, teachers need access to effective practices for teaching writing.…

The main target of language training is to help students acquire proficiency in reading, writing, listening, and speaking skills. Each language skill is complementary to the other in nature. As one of these skills, writing is based on narration. Through writing studies, the level of progression of the listening, speaking, and reading skills of the…

Students with Attention-Deficit/Hyperactivity Disorder (ADHD) are struggling writers. Yet no comprehensive model has been validated to explain their poor writing outcomes. This study aims to test whether an extended version of the Not-So-Simple View of Writing (NSVW) model can describe the effects of key abilities on writing performance in…

The main purpose of this study was to investigate the effect of discourse markers instruction through the flipped model on Iraqi EFL learners' writing performance. To achieve this end, 90 advanced EFL learners were selected and assigned into three groups; two as the experimental and one as the control group. The homogeneity of the participants was…

Current research on the academic writing performance of EFL students has identified a number of robust factors. These factors include self-efficacy, metacognition, and a growth mindset. In the area of academic writing performance, however, there is a paucity of research combining these factors into a single study. In light of this, the purpose of…