This study investigated whether Dialogue Journal Writing (DJW) could improve students' classroom participation and willingness to communicate through sustained written interaction with the teacher, drawing on a sociocultural perspective. The participants included 15 intermediate and upper-beginner EFL learners attending two private language…

Integrated writing tasks, which require students to incorporate information from multiple sources into their writing, are gaining attention in language assessment and writing instruction due to their alignment with the expectations of academic and professional writing. Understanding what aspects of integrated tasks are perceived as challenging by…

Written languaging (WL) as a facilitator of second/foreign language (L2) learning has been investigated by several researchers. Yet, the dynamic nature of WL episodes has remained under-researched. This study aimed to examine whether the focus of e-collaborative writing and the mediation modalities in Google Docs would have differential impacts on…

Inspired by Vygotsky's sociocultural theory and Storch's framework of peer interaction, this study investigated the nature and outcome of peer interaction in EFL (English as a foreign language) learners' peer review and revision activities. During two 16-week semesters, 32 lower-intermediate learners participated in an Advanced Writing university…

Among a growing body of research that examined the contradictory role of written corrective feedback (WCF) in development of L2 writing accuracy, this study investigated the possible impact of focused metalinguistic WCF on discourse markers (DMs) in writing performance of an intact group of 42 Iranian English as a Foreign Language (EFL) learners…

There might always be errors during the learning process which need correction; accordingly, providing corrective feedback is critical. However, the various types of feedback applied during classes affect the learning and teaching process. Teaching and learning could be applied within EFL classes by providing learners with recasts. Recasts have…

The present article explores the idea of using movies in EFL classrooms to develop students' writing skill. In this qualitative study, 15 EFL learners were engaged in different writing activities in a contextualized form of movies, meaning that the films acted as text-books, and activities were designed based on the contexts of the films. Taking…

Undergraduate students' experience of assessment in universities is usually of summative assessment which provides only limited information to help students improve their performance. By contrast, formative assessment is informative and forward-looking, possessing the leverage to inform students of their day-to-day progress and inform teachers of…

This article reports on a study in which stimulated recall data and quantitative measures of complexity, accuracy and fluency (CAF) were used to address three interconnected questions in different planning conditions: (1) how learners share their limited attentional capacity with different cognitive processes of 'planner/proposer', 'translator'…