Teaching academic writing to English as a Foreign Language (EFL) students poses significant challenges, often requiring instructors to adapt their instructional strategies to effectively meet learners' diverse needs and contexts. This study investigates the impact of an adapted process genre writing model, enhanced with teacher-prepared materials,…

This study investigated the impact of AI-driven brainstorming tools on process writing instruction and students' writing outcomes in the context of third-year Thai university students. A mixed-methods approach was employed to examine the effectiveness of AI-driven brainstorming tools, foreign English lecturers' preferences and comments towards…

While previous research has investigated the effectiveness of various second language (L2) writing instructional approaches upon students' writing performance, whether and how the instructional approaches relate to students' writing motivation and engagement remains largely unexplored. This study used the adapted Motivation and Engagement Scale…

This current study investigated the correlation between the students' writing skills and each variable of metacognitive parameters, i.e. knowledge about cognition and regulation of cognition. We also examined the power of the correlation and its direction. We distributed Metacognitive Awareness Inventory for a comprehensive evaluation of the…

Many developmental writing courses in colleges focus on teaching students isolated skills, with little emphasis on how such skills are applicable to the actual process of writing. This article focuses on capturing the perspectives of students enrolled in a developmental writing course designed around an explicit process-oriented pedagogy. The…

Portfolios have been utilized in the teaching and learning of English of speakers of other languages as a tool for process-based writing and as an alternative form of summative assessment. While extensive research has been focused on the implementation of portfolios in English as a foreign language (EFL) writing, there has been limited attention…

While recent research has examined cross-national curriculum and teacher preparation for second language writing, little research has investigated the influences of the pandemic and other social changes in preparing teachers to teach writing. The purpose of the study was to understand the preparation of teachers to teach writing, the factors that…

Writing is an intricate process that encompasses various factors and is a key skill for English as a Foreign Language (EFL) students. Thus, writing assignments are vital for any curriculum. One of the essential aspects of effective writing includes good grammar knowledge. Advocates of process writing argue that a free-writing journal is a…

This research was conducted to find the interactive influence between the teaching approach of writing and the type of cognitive style of students to the improvement of students writing ability. There are three teaching approaches applied in this research: product oriented, process oriented and multidimensional approach. Student cognitive style as…

Whether type of written corrective feedback (WCF) impacts L2 learning has been investigated for decades. While many product-oriented studies report conflicting findings, the paucity of studies adopting both a process-oriented and curricular approach (e.g., Caras, 2019) underscores the call for further research on: (1) the processing dimension of…

The purpose of this study is to identify in which stage/stages of the Process Writing Approach students have difficulties most. This posttest-experimental study was applied to the 50 first-year students studying English Translation and Interpreting. The students were expected to produce an essay with the help of the Process Writing Approach at the…

Embracing a lot of functions, metadiscourse markers are among the most significant factors which affect L2 writing quality. In the present study, whether explicit teaching of metadiscourse markers has any effect on EFL students' writing proficiency was investigated. The participants (N: 21) of the study included freshman students majoring in…

Writing is one of the most difficult and neglected skills for EFL learners. Gamification, the use of game elements to increase user experience and interest in non-game content, can be used to deal with writing anxiety which is considered as a hindering affective factor in successful language learning. Within this scope, this study aims to…

Writing occupies a central position in university foreign language studies programs, yet little is known about the nature of writing instruction in upper-division content courses. Drawing on quantitative and qualitative data, this study, which was part of an internal program assessment, explores faculty and student perceptions of students' writing…

This paper outlines the rationale behind L2 process writing and Enquiry-Based Learning (EBL) approaches adopted in order to design a course within a modern language degree to bridge the gap between language and culture elements of the programme. This was achieved by creating an environment that replicates that of a researcher and by placing…