This quasi-experimental study investigates the effects of pre-writing (Pre-EI) and post-writing explicit instruction (Post-EI) on L2 learners' overall writing accuracy and errors at different severity levels. Situated within process-genre-oriented writing classrooms, a total of three intact groups (N = 101) were designated as two experimental…

Despite extensive research on task planning in L2 writing contexts, the optimal length of pre-task planning time remains uncertain due to varying lengths used in TBLT studies. This study aimed to address this gap by investigating the effects of different pre-task planning times (nil, 5, 10, and 15 minutes) on the argumentative writing task…

This study investigated the effect of teacher error feedback on students' ability to write accurately. Three male first-year Physics graduate students at a university in Taiwan participated in this study. They were asked to write a 100-word passage about the greatest invention in human history. Within days of the teacher's grammatical feedback,…