The benefits of writing strategy feedback are well established. This study examined the extent to which adding spelling and grammar checkers support writing and revision in comparison to providing writing strategy feedback alone. High school students (n = 119) wrote and revised six persuasive essays in Writing Pal, an automated writing evaluation…

This study investigated the effect of dialogue journal writing on descriptive writing performance of English as Foreign Language (EFL) learners in Turkey. Participants were 53 EFL upper-intermediate learners who were selected based on their performance on Oxford Quick Placement Test and assigned randomly to experimental and control groups. Whereas…

In this study, an explanatory sequential design was utilized to examine the impact of strategy-based instruction (SBI) on the writing performance and motivation of English as a Foreign Language (EFL) learners in a writing course. A total of 50 Chinese EFL students were selected from two intact classes and were randomly assigned to either the…

Using a mixed-methods, multi-institutional design of general education writing courses at four institutions, this study examined genre as a key factor for understanding and promoting writing development. It thus aims to provide empirical validation of decades of theoretical work on and qualitative studies of genre and the nature of genre…

Despite postgraduates' struggles to master English academic writing, the fulfilment of postgraduates' motivational needs in classes of English academic writing has been scarcely researched. This study examines the motivational practices of teachers of postgraduate English academic writing, the perceived effectiveness of the adopted strategies, and…

This study investigated multilingual writers' prior L2 writing knowledge transfer and how it relates to multilingual writers' metacognitive knowledge and metacognitive regulation. Specifically, this study aimed to 1) explore how multilingual writers transfer their prior L2 writing knowledge, 2) investigate multilingual writers' metacognitive…

Experimental research on strategy instruction for beginning writers has only recently begun. This study investigated the role of self-regulation instruction in Grade 1 strategy learning. In a pretest-post-test quasi-experiment, 120 Grade 1 students participated in a unit of study on personal narrative in one of three conditions: (1) Self-Regulated…

Many students who study English as a foreign language (EFL) often find it challenging to paraphrase while writing from source texts. Lacking such an ability can lead to different meanings as well as copying another person's ideas, words or work. However, little research has been done to integrate tool consultation to assist students in…

Despite its importance in promoting student academic achievement and career development, writing pedagogy has received little emphasis in research and professional development efforts. The purpose of this study was to examine teacher perceptions and practices of writing in the middle grades from a cross-cultural perspective. 16 middle-grade…

Self-regulating strategy development (SRSD) writing instruction is an evidence-based approach that has been shown to increase students' writing performance and knowledge of writing. The purpose of this study was to investigate whether early elementary students' story writing performance and knowledge of writing would change following 5 weeks of…

Although community colleges are important entry points into higher education for many American students, few studies have investigated how community college students engage with different genres or develop genre knowledge. Even fewer have connected students' genre knowledge to their academic performance. The present article discusses how 104…

This study examines the relationship between EFL students' noticing and three written feedback strategies. The convenience sampling method was adopted and four intact classes were randomly assigned into four groups: the model, the error correction, the reformulation, and the control groups. After the completion of picture-cued writing tasks as…

High self-efficacy beliefs and effective self-regulatory strategies are increasingly important in academic settings, and especially in developing academic writing skills. This article deals with how students develop academic writing skills in two different pedagogical settings (as autonomous learners and in a traditional learning environment), and…

This qualitative research project aims to determine the impact that Task-Based Instruction had on fifteen Intermediate English language students´ writing skills in online classes at a private institute in Cartagena. A journal, a questionnaire, and a checklist were used as instruments to collect information during the diagnostic stage. During the…

The effect of writing strategy instruction on three middle school students' narrative writing performance in actual classrooms was investigated. The results indicated that the writing strategy instruction improved writing performance of students with and without disabilities, as well as students who were English language learners when provided…