While there is no lack of studies on the major approaches to L2 writing instruction (i.e., the product-, process-, and genre-oriented approaches), it remains unclear whether and how these theory-based approaches have been translated into students' experiences of L2 writing pedagogy. This study examined students' experiences of L2 writing…

This study aimed to determine how teachers' online written corrective feedback (WCF) affected university students' self-regulation in writing and how the effects differed among students of different English proficiency levels. The participants were 27 second-year university students enrolled in a required online writing course. Throughout the…

This study investigated whether English proficiency (EP) and English self-efficacy (ESE) influence the credibility of ChatGPT-generated English content (CCGEC) of college students in the English-medium instruction (EMI) courses. We observed a college-level EMI course called "Technical Writing and Presentation", where instructors…

Metacognition plays a crucial role in language learning, enabling learners to reflect on and adjust their strategies for more effective learning, particularly when reviewing for quizzes and exams. Technology can be a powerful aid in this context. This study examines the extent to which review-focused cognitive strategies, delivered using an online…

Sociolinguistic awareness is crucial for L2 learners because language is not just a set of grammatical rules and vocabulary; it is deeply intertwined with social and cultural context. The linguistic landscape serves as a conduit for discerning facets of language use in a given community. This study focuses on raising sociolinguistic awareness…

This study explored the impacts of translingual practices on English as an additional language (EAL) writing education in a non-English as a medium of instruction (non-EMI) context at a Chinese university. The findings highlighted the benefits of translingual practices in enhancing students' comprehension, easing cognitive challenges, and…

Digital multimodal composing (DMC) allows students to mobilize a wide range of multimodal resources to make meaning. While studies in DMC tended to focus on language-learning contexts, few of them examine its use in content-based courses whereby students are proficient L2 users expected to demonstrate understanding of abstract concepts using DMC.…

This study investigates the relationship between socioeconomic status (SES), self-regulated learning strategies (SRLSs), and writing proficiency of complexity, accuracy, and fluency (CAF) in English as a second language writing learning context, using Bourdieu's theory of social practice as a framework. This study's conceptual model specifies that…

The current study aimed to investigate the tendency to use temporal markers (TMs) in English writing by three different levels of Thai writers. Data used in this study were based on the Corpus of Thai Writers of English. The corpus size of approximately 8,800,000 words consisted of essay writing produced by intermediate and advanced student…

The present study aimed to determine whether using culture-themed documentaries in Turkish teaching of B2 level international students has effects on the development of guided writing skills. The study had an action-research design, which is one of the qualitative study approaches. The study group consisted of 12 international students at the B2…

Research on the impact of feedback on students' writing has grown in the past 20 years, including studies comparing the nature of teacher and automated feedback. Differential success in learners' gaining from feedback has largely depended on their engagement with the feedback rather than the feedback itself. Studies examining the ways learners…

As an important instructional affordance, teacher written feedback is widely used in second language (L2) writing contexts. While copious evidence has shown that such a pedagogical practice can facilitate L2 learners' writing performance, especially their writing accuracy, little is known about how novice writing teachers conceptualize and enact…

This study aimed to examine the impact of an online writing system (OWS) providing individualized corrective feedback (CF) on learners' self-correction of grammatical errors (GE). It consisted of two phases: the pilot and the formal phases. Four EFL (English as a Foreign Language) Taiwanese university students participated in the study at the…

Spanish heritage speakers in the United States exhibit a wide range of linguistic profiles due to a combination of political, social, and educational factors. Most of them acquire Spanish at home without formal instruction in writing. Although previous research has explored the main challenges faced by these learners in Spanish writing courses, no…

This paper analyzes writing tasks in academic writing textbooks for Japanese university students, focusing on the organization and difficulty of these tasks based on the Common European Framework of Reference for Languages (CEFR). A total of 411 writing tasks from 30 textbooks were coded by two experienced Japanese English teachers. The author…