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The Potential of Deep Learning in Improving K-12 Students' Writing Skills: A Systematic Review
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Mazhar Bal; Emre Öztürk – British Educational Research Journal, 2025
The purpose of this study is to examine the relationship between technology-supported writing instruction at the K-12 level and deep learning approaches and to understand the trends in this field. In the study, 12 articles selected from Web of Science, Scopus, ERIC and EBSCO databases were systematically analysed. The findings reveal that the…
Descriptors: Learning Processes, Writing Processes, Writing Skills, Writing Instruction
Collaborative Writing in a Third Language: How Writers Use and View Their Plurilingual Repertoire during Collaborative Writing Tasks
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Payant, Caroline; Maatouk, Zeina – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 2022
Recent years have witnessed major development in plurilingual pedagogies which support the use of learners' repertoire of languages in language learning contexts (Payant & Galante, 2022; Piccardo, 2013). However, little research has been undertaken to examine adult plurilingual learners' perceptions towards the use of their languages during…
Descriptors: Collaborative Writing, Second Language Learning, Second Language Instruction, Teaching Methods
A Classroom-Based Study on the Effects of WCF on Accuracy in Pen-and-Paper versus Computer-Mediated Collaborative Writing
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González-Cruz, Belén; Cerezo, Lourdes; Nicolás-Conesa, Florentina – Studies in Second Language Learning and Teaching, 2022
This study compared the effects of computer-mediated (CM) versus pen-and-paper (P&P) writing on written accuracy and feedback processing in tasks written and rewritten collaboratively following a pedagogical treatment in two intact authentic classrooms. The study involved 32 secondary education low-proficiency English-as-a-foreign-language…
Descriptors: Second Language Learning, Second Language Instruction, Accuracy, Feedback (Response)