The present study explored the impact of flipped classroom on English as a foreign language (EFL) students' global writing performance and writing complexity, accuracy, and fluency (CAF) through a quasi-experimental research design. In so doing, two intact classes were selected from an Iranian university as the participants of the study and they…

This study explored a way to help Japanese university students write longer essays while maintaining grammatical accuracy. Participants were three groups of students enrolled in a one-year EFL course in different academic years (N = 111), and the number of words they wrote in 30 minutes and the number of errors made per 100 words were compared. To…

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…

Metaphors are known to present both opportunities and challenges for second language learners, but relatively little is known about learners' awareness of them. To investigate this, we analyzed 72 argumentative essays written in English by a group of 37 intermediate Chinese university students of English. We identified metaphors using an…

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…

This study investigated the effect of consistent freewriting practice on written fluency development. Thirty-nine first-year university students completed 70 10-minute freewriting activities over the course of an academic semester. Written fluency, measured as words produced per minute (wpm), increased from a mean of 19.5 wpm to 30.1 wpm over a…

Since its release, ChatGPT has raised concerns in many teaching contexts given its threat to reliably evaluating learners' knowledge and skills. Within task-based pedagogy, however, this technology opens new avenues for second language (L2) teaching when adopting the technology as a writing buddy. Our study explores how ChatGPT as a model impacts…

The present study examines the linguistic features of Korean college students' English writings in terms of their writing quality and genre. Forty-eight Korean college students took part in the study, and their writing samples, comprised of narrative and exposition compositions, were collected to analyze on the basis of fluency and syntactic…

Researchers have been investigating the effects of different planning conditions on learners' second language (L2) writing performance. However, whether such effects differ regarding specific planning conditions and task complexity has remained underexplored. This study examined the effects of pre-task planning (PTP) versus unpressured online…

To test the predictive power of the SSARC (stabilize, simplify, automatize, reconstruct, and complexify) model of pedagogic task sequencing in second language (L2) writing development, the present study explores the performance of written decision-making tasks with varied levels of cognitive complexity in a simple-to-complex sequence in comparison…

A perfect writing skill has been deemed instrumental to achieving competence in EFL, yet it is considered one of the most impressive learning domains. This study investigates the impact of human-AI collaborative feedback on the writing proficiency of EFL students. It examines key teaching domains, including the teaching environment, teacher…

Automated writing evaluation (AWE) systems have been increasingly incorporated in L2 writing instruction. However, how the instructional use of AWE influences learners' writing has remained inconclusive partly due to variations in heterogeneous learners. Underpinned by a sociocultural theory, this classroom-based study was to understand how…

Corrective feedback is a crucial aspect of language teaching, which aims to help students improve language accuracy and fluency. While research on corrective feedback has been conducted worldwide, there is a dearth of empirical studies in the Indian context. Despite this gap, several studies suggest that corrective feedback practices in India are…

Writing in a language different from one's mother tongue is a daunting task. The same challenge may apply to languages that have diglossic features whose spoken form differs from the written form. This article investigates Arab students' writing behaviors (fluency, pauses, and revision) in response to an argumentative composition in their L1…

The study explored the correlation between teaching lexical bundles and improving writing skills in English composition courses. The study addressed two research questions. First, to what extent can the explicit teaching of lexical bundles facilitate greater comprehension and retention of the elements of the bundles? Second, the study investigated…