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Tsiriotakis, Ioanna K.; Spiliotopoulos, Valia; Grünke, Matthias; Kokolakis, Costas – Journal of Education and Learning, 2021
In the present study, a quasi-experimental pre-post test design was used to assess the effects of an argumentative writing strategy (POW+TREE) on the performance of grade five and six students of Greek origin who were learning English as a foreign language (EFL) in a Greek setting. The Self-Regulated Strategy Development (SRSD) cognitive…
Descriptors: English (Second Language), Second Language Instruction, Writing Strategies, Grade 5
Winton, Stephen – English in Texas, 2016
In his work as an instructional coach for Houston Independent School District, Stephen Winton has experienced the power of Kylene Beers and Bob Probst's seminal texts "Notice & Note: Strategies for Close Reading" (2012) and "Reading Nonfiction: Notice & Note Stances, Signposts and Strategies" in exploring author's craft…
Descriptors: Reading Writing Relationship, Essays, Writing Strategies, Writing Instruction
Lee, Cynthia – Computer Assisted Language Learning, 2020
The aim of this article is to reveal the ways in which six 14- to 15-year-old second language (L2) learners, two each of high, mid, and low English proficiency levels were cognitively engaged in writing while using an automated content feedback program known as the Essay Critiquing System 2.0 in three out of five workshops in a Hong Kong secondary…
Descriptors: Adolescents, Automation, Feedback (Response), Computer Assisted Instruction
Baaijen, Veerle M.; Galbraith, David – Cognition and Instruction, 2018
This study compares a problem-solving account of discovery through writing, which attributes discovery to strategic rhetorical planning and assumes discovery is associated with better quality text, to a dual-process account, which attributes discovery to the combined effect of 2 conflicting processes with opposing relationships to text quality.…
Descriptors: Writing Processes, Writing Strategies, Metacognition, Correlation
Lee, Minsang – Journal of Pan-Pacific Association of Applied Linguistics, 2020
This study explored the English writing strategies of Korean university students by focusing on the relationship between their study abroad experiences and English writing strategies. The theoretical framework for this study is activity theory. Activity theory explicates social phenomena including human learning, by the interaction of social…
Descriptors: Writing Strategies, English (Second Language), Second Language Learning, Second Language Instruction
Abdi Tabari, Mahmoud – Reading & Writing Quarterly, 2020
This study investigated the effects of strategic planning and task structure (personal, narrative, and decision-making tasks) on L2 writing outcomes. One hundred and twenty intermediate English as a foreign language learners were randomly divided into strategic-planning and no-planning-time groups. The strategic-planning group performed the three…
Descriptors: Decision Making, Second Language Learning, Second Language Instruction, Writing Instruction
Rillo, Richard M.; Alieto, Ericson O. – Online Submission, 2018
This study investigated and analyzed the prevalence and presence of indirectness markers in Korean and Persian English Essays. The researchers analyzed the prevalence of the indirectness markers as a set of politeness strategies employed by the Korean and Persian university bound students in their English compositions. Furthermore, the researchers…
Descriptors: Second Language Learning, English (Second Language), Writing Instruction, Essays
Traga Philippakos, Zoi A.; MacArthur, Charles A. – Reading & Writing Quarterly, 2020
The purpose of this study was to examine the effects of an approach to teaching opinion writing in the primary grades that combined collaborative reasoning with strategy instruction. Four teachers and 80 students were randomly assigned to treatment and control conditions for 10 days of instruction in opinion writing. Students wrote opinion essays…
Descriptors: Persuasive Discourse, Grade 2, Elementary School Students, Young Children
Mateos, Mar; Martín, Elena; Cuevas, Isabel; Villalón, Ruth; Martínez, Isabel; González-Lamas, Jara – Cognition and Instruction, 2018
The goal of this study was to assess the effectiveness of 2 different types of intervention aimed at improving written argumentative synthesis by integrating conflicting information from different sources. Both interventions combined the use of a guide with collaborative practice, but one of them also included explicit strategy instruction. Only…
Descriptors: Writing Improvement, Persuasive Discourse, Synthesis, Information Sources
Bram, Barli; Angelina, Patricia – International Journal of Language Education, 2022
Writing is a crucial skill and tertiary education students face difficulties in academic writing. This paper aimed to identify the setbacks or difficulties and the solutions to the setbacks experienced by Indonesian tertiary education students in academic writing. A survey was used as the method of this study. The data were collected through a…
Descriptors: Undergraduate Students, Academic Language, Writing Skills, Writing Difficulties
Gasman, Marybeth – Phi Delta Kappan, 2014
Educators often think of themselves as instilling ideas and learning in others through teaching and research. Teaching occurs inside classrooms or sometimes in hallways, and research is reported in academic journals or scholarly books. Most teachers say they care about making change in the nation and the world, but if they're only teaching in…
Descriptors: Opinions, Essays, Writing Strategies, Teacher Leadership
El Mortaji, Latifa – International Education Studies, 2019
Research on gender and writing strategies in English as a foreign language (EFL) is scarce. This study investigates whether Moroccan male and female undergraduates use similar or different writing strategies when composing essays in the narrative and expository genres. Using think-aloud as a main research tool, a questionnaire, and retrospective…
Descriptors: Gender Differences, English (Second Language), Second Language Learning, Second Language Instruction
Calp, Mehrali – Educational Research and Reviews, 2015
Writing exercises are more effective than grammar rules in terms of making children acquire language skills. Knowing the characteristics of text genres and the rules of writing are not enough to improve writing skills of teacher candidates and to acquire necessary strategies for teaching how to write. Teachers would be uncertain about assessment…
Descriptors: Foreign Countries, Essays, Writing (Composition), Writing Strategies
Roscoe, Rod D.; Allen, Laura K.; Johnson, Adam C.; McNamara, Danielle S. – Grantee Submission, 2018
This study evaluates high school students' perceptions of automated writing feedback, and the influence of these perceptions on revising, as a function of varying modes of computer-based writing instruction. Findings indicate that students' perceptions of automated feedback accuracy, ease of use, relevance, and understandability were favorable.…
Descriptors: High School Students, Student Attitudes, Writing Evaluation, Feedback (Response)
Huh, Myung-Hye; Lee, Inhwan; Kim, Junghwa – English Teaching, 2020
In this study, we propose a link between L2 rhetorical concepts and ELF as a way of the analysis of the development of a single concept, of an EFL college student's rhetorical knowledge. Using Vygotskian sociocultural theory as analytical lenses, we examine whether L2 rhetoric can be mastered and internalized as a culturally neutral concept, i.e.,…
Descriptors: Academic Language, Written Language, English (Second Language), Language Role