The need to create more efficient approaches to teaching L2 writing has grown due to the increasing demands placed on English writing proficiency in a global setting. The present investigation aimed to explore the impacts of the ENGAGE Model and task-based language teaching (TBLT) method on Iranian EFL learners' overall L2 writing performance.…

Metaphors are well-known tools for teaching statistics to novices. However, educators might overlook metaphor theoretical developments that offer nuanced and testable perspectives on their pedagogical applications. This article introduces the notion of metaphor types--"correspondence" (CO) and "class inclusion" (CI)--as…

Achieving a sufficient IELTS band score for academic purposes has been a major goal of many L2 learners around the world, especially those in Asia. However, IELTS writing scores were consistently reported to be the lowest when compared to the scores in speaking, reading, and listening. Despite a growing body of research in IELTS writing, little…

This study investigated the effects of using IELTS model essays in conjunction with noticing as a feedback instrument on Vietnamese undergraduates' IELTS Task 2 writing performance. To investigate this, a quasi-experimental design was undertaken. The control group used the course textbook and received traditional writing feedback (i.e. direct,…

Many international students in American universities are required to take writing courses in English as a second language (ESL) before participating in a mainstream first-year composition (FYC) course. Given that the goal of ESL writing course is to prepare students for FYC course, the connection between ESL and FYC courses is significant. This…

This study compares the effect of ZPD feedback with explicit feedback on accuracy in second language (L2) writing. It also examines the effect of focused vs. unfocused ZPD feedback on L2 writing development during teacher-student tutorial sessions. Four participants wrote five persuasive essays and were provided with ZPD or explicit feedback…

Recent years have witnessed an increased interest in automated writing evaluation (hereafter AWE). However, few studies have examined the use of AWE with apprehensive writers. Hence, this study extends research in this area, investigating the effect of using AWE on reducing writing apprehension and enhancing grammatical knowledge. The participants…

Investigating lexical richness is a continuing concern within vocabulary studies. The present study aims to contribute to this growing area of research by exploring EFL learners' free active vocabulary by dividing them into groups based on their receptive vocabulary. It seeks to explain the role of different essay types and proficiency levels…

Being a configuration of logically interconnected statements realized in moves and stages, an argumentative essay is built around the notion of textual unity achieved through lexico-grammar and semantic associations. The study attempted to analyze the role of cohesion in the rhetorical structure of undergraduate EFL students. Hence, the 13 moves…

This quasi-experimental study, using a pretest-treatment-posttest-delayed posttest design, investigated the effects of two comprehensive corrective feedback strategies: direct corrective feedback (DCF), and metalinguistic explanation (ME) on L2 learners' written syntactic accuracy. The participants were 90 Turkish EFL learners. After ensuring…

Although research about the effectiveness of second or foreign language collaborative writing for jointly written products has proliferated in the last few decades, there has been less examination of whether and how pre-task preparation could maximize the language learning opportunities that collaborative writing can afford learners. Informed by…

The present study was an attempt to investigate the differential effect/s of three different planning time scenarios (i.e. 0 min, 10 min, & 20 min), as well as three task conditions of (1) topic given, (2) topic and ideas given, and (3) topic, ideas and macrostructure given on EFL learners L2 writing complexity, accuracy and fluency (CAF).…

Reading-integrated writing is known as an effective approach to teaching and learning vocabulary as it allows students to transfer vocabulary from a source text to writing. This study examines whether vocabulary transfer from an input text to writing varies according to the two types of tasks: essay writing and synchronous text chat. One hundred…

The purposes of this study are to examine the relation between playing commercial-off-the-shelf (COTS) games in the wild and L2 English vocabulary and to offer comparisons with non-gamers' vocabulary. Data were collected from two samples of teenage L2 English learners in Sweden, Sample A (N = 1,069) and Sample B (N = 16). Questionnaires and…

Most second language researchers agree that there is a role for corrective feedback in second language writing classes. However, many unanswered questions remain concerning the linguistic features to target and the type and amount of feedback to offer. This study examined essays by 151 learners of English as a second language (ESL), in order to…