The present paper reports on the effectiveness and inclusiveness of human-delivered synchronous written corrective feedback (SWCF) in paired writing tasks. Replicating Yamashita, Study 2 and Study 3 each conducted a classroom-based quasi-experimental study in an English-as-a-Second-Language (ESL) writing program at an American university. In Study…

Recent years have witnessed an increasing interest in the use of automated writing evaluation (AWE) in second language writing classrooms. This increase is partially due to the belief that AWE can assist teachers by allowing them to devote more feedback to higher-level (HL) writing skills, such as content and organization, while the technology…

Research on second language (L2) writing suggests that student engagement with automated writing evaluation (AWE) feedback is influenced by various individual and contextual factors. Little attention, however, has been given to the role that students' digital literacy can play in this process. Increasingly, digital literacy is becoming…

Although a number of studies examined the use of social networking sites (SNSs) in academic writing instruction, these studies mainly revolve around social media centered on microblogging features. Despite living in a visually dominated world, the potential of visual social media such as Instagram whereby the textual, the visual and the social can…

This study investigates how two feedback forms and sequences influence peer feedback and revision. The two feedback forms included: written asynchronous computer-mediated communication (hereafter WACMC) in Google Docs and traditional oral face-to-face interaction (hereafter OF2F). These two forms were used in two sequences: WACMC followed by OF2F…

Current writing support tools tend to focus on assessing final or intermediate products, rather than the writing process. However, sensing technologies, such as keystroke logging, can enable provision of automated feedback during, and on aspects of, the writing process. Despite this potential, little is known about the critical indicators that can…

This study investigates the effectiveness of using Google Translate as a translingual CALL tool in English as a Foreign Language (EFL) writing, keyed to the perceptions of both more highly proficient Chinese English major university students and less-proficient non-English majors. After watching a 5-minute passage from a movie, each cohort of…

AWCF can facilitate academic writing development, especially for novice writers of English as a foreign language (EFL). Existing AWCF studies mainly focus on teacher and learner perceptions; fewer have investigated the error-correction effect of AWCF and factors related to the effect. Especially lacking is research on how successfully students can…

Our study explored EFL writing skills in relation to self-experience in an authentic learning context with the help of a mobile application. Two authentic writing activities ('Tell your story' and 'Describe your context') were designed and compared to see if they resulted in significant differences in EFL writing performance and writing behavior.…