The aim was to explore the effectiveness of a SRSD- based training program on story writing among second-year middle-school learning disabled students in Saudi Arabia. Participants were 50 students from a middle school in KSA. Participants were selected from two intact classes, which were assigned as control and experimental groups, with each…

Despite the growing interest in investigating the pedagogical application of Automated Writing Evaluation (AWE) systems, studies on the process of AWE-supported writing are still scant. Adopting activity theory as the framework, this qualitative study aims to examine how students incorporated AWE feedback into their writing in an English as a…

Motivational regulation has long been recognized as an essential but insufficiently investigated aspect of self-regulated learning (SRL), especially in relation to learning English-as-a-foreign-language (EFL) writing. This study intends to fill the gap by investigating the predictive effect of motivational regulation strategies on EFL students'…

The study presents an investigation of the effect of strategic planning, online planning and rehearsal on the fluency, accuracy and complexity of oral productions at two proficiency levels. Forty EFL participants at low and intermediate levels performed picture story tasks in three different conditions: the online planning only condition,…

Writing is a skill that has increased in significance for both researchers and classroom teachers due to changes in recent standards. Currently, many high school English Language Learners (ELLs) are struggling to master this priority skill. A strategy that has been shown to be effective for adolescent writers is Self-Regulated Strategy Development…

The purpose of this study is to determine gender differences and type of learning approaches among Universiti Utara Malaysia (UUM) undergraduate students in English writing performance. The study involved 241 (32.8% male & 67.2% female) undergraduate students of UUM who were taking the Process Writing course. This study uses a Two-Factor Study…

This study, examines two well-known writing pedagogies from the fields of Composition and Rhetoric, and Second Language Acquisition (SLA) for teaching literacy, or reading and writing skills in order to identify intersections for the English Language Learner (ELL) in an EFL learning environment. In addition, I present both quantitative and…

This study is grounded in three theories of self-­regulation, goal-­orientation, and the act of writing. The authors collected the data from 48 Iranian EFL B.A. level students majoring in English in different universities in Iran. The instruments consisted of two questionnaires: a goal-oriented questionnaire developed and employed by the authors,…

With the recent rise of sociocultural theory in second-language acquisition, attempts have been made to understand L2 learners' uses of different resources in writing, based on their cultural, historical, and institutional contexts. In line with L2 writing research within the sociocultural paradigm, this study investigates the writing strategies…

Despite the impact of the ESP genre-based framework of teaching discipline-specific writing to L2 learners, especially to L2 graduate students, the writing performance of learners in such a framework is still not fully explored. In this paper, I analyze three article introductions written by a Chinese-speaking graduate student in electrical…

Describes how reformulation can be used as a strategy for teaching academic writing to non-native language users (especially in the research context) and applies the strategy to two examples of research written by non-natives. (Author/CB)

Examined the learning strategies used by 43 American learners of Arabic as a foreign language in their writing tasks. Learning strategies were assessed through a process of introspection. When composing, students wrote down all techniques and procedures used to perform the writing task. Results show both proficient and less proficient learners…

This study examined how writing (copying) target words and word fragments affects intentional second language (L2) vocabulary learning. English-speaking first-semester learners of Spanish attempted to learn 24 Spanish nouns via word-picture repetition in three conditions: (1) word writing, (2) fragment writing, and (3) no writing. After the…

Summarizes Hillock's findings regarding first-language composition instruction and compares them to research into second-language composition instruction. The article discusses implications for teaching writing to English-as-a-Second-Language students and recommends a process/product, task-based approach to writing instruction. (20 references)…

Examines the composing process and writing strategies of three lower proficiency Japanese subjects in their first language (L1) and second language (L2). Found that while some L1 strategies may transfer to the L2 writing processes, lower proficiency writers struggle in utilizing all strategies that could help their writing process in the L2.…