For decades, colleges and universities have been grappling with the task of closing the readiness gap for underprepared writers entering the higher education system. Traditional developmental education models are costly and inefficient at best, and detrimental to the matriculation of students at worst. Bridge programs have had moderate success,…

Rubrics for writing courses have become increasingly popular yet there have been few studies published from the GCC. This study investigated the effectiveness of rubrics in business writing classes at a Kuwait university. The participants were 104 students who were given a survey that evaluated their opinions of the rubrics. In addition, several…

College faculty faces decisions about how to provide feedback on written work. We compared the quality of student writing and student impressions of feedback from both full and minimal markup methods. There was only one significant difference in the quality of writing or content between full and minimal markup. Students scored the functionality of…

In peer feedback literature, little is known about the patterns of success for peer feedback activities in online learning environments. This study aims to explore the peer feedback patterns of successful, less successful, and unsuccessful higher education students for argumentative essay writing. In this exploratory study, 330 higher education…

This study chronicles a research project on writing development that was affected by the current contexts of uncertainty. We were set to follow 24 students from diverse admissions channels for three years, during which we held meetings and collected writing materials. In October 2019, an unprecedented wave of civil unrest led to the closure of the…

Purpose: This study aims to explore computer-assisted language learning (CALL) activities to improve the English essay writing of Pakistani university students. It highlights the role of CALL in the language proficiency model cognitive academic language proficiency (CALP), which can enable second language learners to engage in more critical…

"'English is Unavoidable': The Implementation of Multilingual Writing in Foundations Writing, General Education, and Writing Across the Curriculum" reports on a longitudinal, qualitative study of six administrators and one multilingual student who were involved in three institutional writing initiatives during a time of major…

We know little to what extent peer feedback strategies can be applied on a large scale in higher education for complex tasks. This study aimed to design, implement, and evaluate an online-supported peer feedback module for large-scale use to enhance higher education students' argumentative essay writing performance. To do this, 330 students from…

In recent decades, web-based collaborative writing has become popular as a technical technique for improving collaboration. The study explored the effect of Google-mediated collaborative writing (henceforth GMCW) and face-to-face collaborative writing (henceforth FTFCW) on developing English as a Second Language (henceforth ESL) students' global…

Research on how peer feedback affects second language (L2) writing in higher education has been limited. This study examines the impact of peer feedback on revision and literature review writing in learners of Chinese as an L2 at a university in mainland China. The study analyzed feedback, revisions, and writing performance of 30 students. The…

This research aimed to prove the role of production, attention, retention, motivation, and innovation in students' scientific writing skills at the Islamic Study College (PTAI) in Cirebon. This experimental research used a quasi-experimental design and a nonequivalent control group design. The experiment was conducted in two groups, experiment and…

Although studies on peer feedback have identified several advantages for second language writing classes, the benefits of peer feedback to low-proficiency students have not been thoroughly investigated. This current study aims to determine how low-proficiency second-language students of English can improve their writing by giving and receiving…

Academic self-efficacy is an essential element for effective and engaging learning. In order to improve academic self-efficacy, students need to engage in regular and effective self-reflection to form realistic beliefs about their own academic capabilities. However, students may not be motivated to sustain effective self-reflection. Suitable tools…

Although colleges have offered academic writing courses, many students still struggle with this writing ability. Their poor writing skills are also associated with a lack of teacher guidance The tasks given by teachers are sometimes beyond their capabilities. Students are not accustomed to writing long academic papers. As a result, they do not…

This study investigated the effect of: (1) direct written corrective feedback (WCF); and (2) opportunities for revision on the development of second language learners' explicit and implicit L2 knowledge in an EFL setting. Twenty-six intermediate-level university students were randomly divided into three groups: two treatment groups (direct…