Background: Research in the field of writing pedagogy within higher education has extensively examined the significant roles that feedback plays in the development of students' writing skills. However, comparative studies that investigate the efficacy of teacher-provided written and oral feedback, both with and without the aid of technology,…

This study examines the relationship between developing writer's vocabulary breadth, vocabulary depth, and writing abilities. Participants were EFL Chinese junior-high students, of whom there were 120 Grade 8 and 147 Grade 9 students. Measures included tests of vocabulary size, word association, and morphological awareness. Students' writing…

This inquiry investigates whether effective implementation of pedagogical actions closely associated with strong engagement and greater than expected learning gains in writing by typically developing students apply similarly to engagement and gains in writing by students with mild to moderate intellectual disabilities (ID). It was undertaken in…

Considering the prominence attached to written corrective feedback (WCF) within the domain of second/foreign language (L2) acquisition, automated writing evaluation (AWE) tools have steadily gained ground over the last two decades. The current study was an attempt to investigate the extent incorporating an AWE program, known as Criterion®, within…

As the number of students learning in online and flipped contexts grows, an important question arises: to what extent is it necessary to have places or activities where students interact regarding course content? The present paper looked at three flipped learning environments: one with no online collaboration, one featuring an online discussion…

There are limited reports about development of questionnaire to measure learning satisfaction among young children. In this research, guidelines were listed for developing a questionnaire that gauges Chinese Character Literacy Learning Satisfaction (CCLLS) among 8-year-old children. The research was undertaken based on the responses of 232…

This paper aims at knowing how indirect feedback affects the writing performance of students who have different language learning strategies. The study used pre-experimental design with pretest and posttest design. Twenty-one students participated in the treatment which lasted for one semester. The treatment applied a process writing approach in…

This paper investigates the effects of large language model (LLM) based feedback on the essay writing proficiency of university students in Hong Kong. It focuses on exploring the potential improvements that generative artificial intelligence (AI) can bring to student essay revisions, its effect on student engagement with writing tasks, and the…

This study aimed to examine the relationships between motivational variables, self-regulated writing strategy use and writing competence with 511 fourth graders in Hong Kong. The high writing achievers reported a higher level of motivation, i.e. self-efficacy, task values (i.e. interest and utility) and growth mindset in English writing than the…

This study investigated writing errors committed by engineering students at AnNajah National University in Palestine and compared these errors based on school type. It analyzed errors in essays of 54 undergraduate students, 28 attended governmental schools, and 26 attended private schools. Errors were classified based on James's taxonomy. Results…

The purpose of the current study is to explore the potential impact of a goal-based writing program on EFL students' writing competence and their attitudes toward goal-setting activities. The goal-based writing program was developed within goal-setting theory and launched in a writing class of 39 EFL Vietnamese university students over ten weeks.…

English as Foreign Language (EFL) writing is challenging for students due to the lack of related lexical resources to inspire them for meaningful writing besides grammar feedback. Moreover, it is crucial to design personalized feedback based on students' original writings in helping to improve their writing abilities. Therefore, we developed Smart…

The main purpose of this study is to examine the effect of the planned writing model on the writing anxiety, self-efficacy and Turkish course achievement of those learning Turkish as a foreign language. For this purpose, a 6- week planned writing model was applied in the research. The study group of the research consisted of 32 students studying…

Second language writing instruction has been reconceptualized in accordance with the recent shift of paradigm in second language acquisition from a cognitive to a social perspective. Remarkably, this paradigm shift is in line with the introduction of computer technology and sociocultural theory to second language teaching. To explore the combined…

The quality of written corrective feedback can strongly and positively affect students' writing achievement levels. This study aimed to examine whether written corrective feedback could improve students' achievement levels for essay writing and investigated which one from three different feedback sources--teacher, peer, and self--was effective in…