Through a qualitative, collective case study design, the study investigated children's demonstration of agency in composing writing projects in three elementary classrooms within one school. Researchers conducted interviews with the teachers, observed classroom writing instruction, interviewed children individually or in small focus groups, and…

The purpose of this toolkit is to help education leaders craft written language that conveys their work clearly, effectively, and in a way that resonates with their intended audiences--otherwise known as messaging. Written messaging is the most critical approach for achieving coherence, consistency, and resonance. It ensures the audiences are…

The goal of this study was to describe how underlying vocabulary knowledge manifests into vocabulary usage, and in turn, how usage predicts writing quality among adult basic education (ABE) learners. ABE learners were administered tasks that measured vocabulary knowledge, in the forms of both vocabulary breadth and depth. Participants were also…

This article presents the results of a 2021 survey and interview study of faculty teaching writing-intensive (WI) courses across disciplines at an urban research university. We emphasize the need to understand the complexities of instructors' ideologies about teaching writing and their attitudes about student language prior to engaging faculty…

Drawing on surveys and interviews with college writing instructors and students at a public university in the United States, this mixed methods study revealed that in many cases instructors adopted translingual orientations, whereas students were committed to norms in their views of writing across differences. Students' orientations to language as…

Background/purpose: This study examined Vietnamese English majors' competence and perception of academic collocations to determine the need for targeted instruction. The research aimed to identify specific challenges these learners face in learning and using academic collocations in their writing. Methods: The study involved 199 Vietnamese English…

This paper explores how Chinese ESL students utilize generative aritificial intelligence (gen AI) in their writing processes, focusing on the stages of writing, specific methods of use, and language practices. The study was performed in an English-medium instruction (EMI) environment at a Sino-American university in China. Data were collected…

Artificial intelligence (AI) technologies, particularly chatbots with speech-recognition, are gaining attention as tools for ELT. However, this frontline development in contemporary ELT seems to stand in stark contrast to the multilingual effort, another innovative trend, as chatbots' speech recognition capabilities are primarily attuned to native…

This study examined the effects of pretask training to promote peer collaboration, encourage learning opportunities, and foster individual L2 writing development in web-based L2 collaborative writing (CW) tasks. The participants were 48 students from two junior English composition classes at a Taiwanese university. One class (n = 24) was assigned…

English as a foreign language (EFL) students' use of artificial intelligence (AI) tools that generate human-like text may enhance students' written work. However, the extent to which students use AI-generated text to complete a written composition and how AI-generated text influences the overall writing quality remain uncertain. 23 Hong Kong…

Drawing on the cultural background of the East (i.e., Korea) and the West (i.e., U.S.), I aimed to investigate the influence of L1 culture on L2 writing by focusing on the usage of "I" and the logical structure in the participants' English writings. Ten Korean university students learning English as a foreign language (L2) participated…

While research on digital multimodal composing (DMC) has been skewed towards the instructional design and affordances of DMC for L2 learners, there is a wider need to develop conceptual models of L2 DMC competence, with which L2 learners can successfully design DMC works and respond to the multimodal reading and writing demands of the digital era.…

This study discusses the impact of interactionist output-oriented approaches, specifically, the effects of collaborative text reconstruction on subjunctive recognition and production in the written modality by English-dominant Spanish second-language learners. It also examines whether students' text length and text complexity increase after…

This exploratory sociolinguistic study examined D/discourses and writing modes in a Grade 10 English literature classroom wherein students answered literature-based questions by means of both traditional and new literacies approaches. Studies conducted at the intersection of classroom instruction and online affinity spaces are still surprisingly…

This classroom-based study investigates whether students who receive explicit instruction make more gains over time and more improvement to produce academic formulas in controlled (c-test) and uncontrolled (essay) situations, respectively, than those who do not receive such intervention. Whereas both groups improved over time, the treatment group…