Anxiety is widely recognized as a significant affective factor that influences second language (L2) writing proficiency. However, its specific contributions to writing motivation and engagement, and how it interrelates with these constructs, are not clearly defined. To address this research void, this study explored the role of anxiety in the…

Error correction has been one of the central themes in accounting for potential gains in second language (L2) writing. While a wide range of empirical studies focused on the effects of written corrective feedback (WCF) on learners' writing outcomes, few of them have specifically examined the feedback process, or its potential role as a shaping…

The coursebook-centered approach adopted by the Hellenic Open University's Master's program in TEIL/TEFL has lost momentum during the coronavirus lockdown periods. This study addresses synergies between institutional policy and involved participants through the experience of an EFL teacher with a Computer-Mediated Intercultural Communication-based…

Effective communication and academic writing in English hinge on a solid grasp of grammar, with pronouns representing a pivotal aspect. However, non-native, particularly English as a second language (ESL) students, often find difficulties in employing pronouns effectively, especially in reference to their antecedents within sentences. The current…