Purpose: This paper asserts that while educational resources are times effective in teaching students how to write, the format in which they are delivered can influence results. With this in mind, this study aims to examine the effectiveness of using educational resources in a blended format. Design/methodology/approach: This study used a…

The study aimed at examining the effect of Paragraph Punch on developing EFL students' writing paragraphs. The participants were eighty English language students of the English Department, Al-Balqa Applied University, who had enrolled in the Writing paragraph course. They were distributed into two assigned sections: the experimental group of (40)…

This study explores the impact of mind mapping on the writing of English as a Foreign Language [EFL] among Saudi learners and the bilateral effects of mind mapping and other writing processes. Little research has been devoted to the effect of electronic mind mapping as a mediating tool. Despite the cyclical nature of writing processes, the…

The purpose of this study was to determine whether struggling adolescent writers could learn sentence and paragraph writing skills from a software program. Nine junior-high and nine senior-high struggling writers participated in a multiple-probe across-students design that was replicated six times. Instructional procedures within the software…

This study examines and compares L2 grammatical accuracy in digital multimodal writing (DMW) and monomodal text-based writing (TBW). Utilizing a mixed-methods design, the research incorporates a dataset comprising 180 written texts, a questionnaire, and text-based interviews. Sixty EFL learners were assigned to two groups (TBW and DMW) and…

This article reports on an experimental study that set out to investigate and compare the effectiveness of a direct and an indirect approach to data-driven learning (DDL) in facilitating Chinese learners' mastery of a challenging type of lexico-grammatical resource (i.e. hedges) in an undergraduate English-as-a-foreign-language (EFL) writing…

This study explored the effects of technology-mediated task-based language teaching (TMTBLT) in an English as a foreign language (EFL) writing course on students' descriptive writing performance. A quasi-experiment was conducted. Students in two writing courses were recruited and randomly assigned to an experimental or control group. The…

This study investigates the extent to which microfeatures -- such as basic text features, readability, cohesion, and lexical diversity based on specific word lists -- affect Chinese EFL writing quality. Data analysis was conducted using natural language processing, correlation analysis and stepwise multiple regression analysis on a corpus of 268…

This study used eye-tracking, in combination with stimulated recalls and reflective journals, to investigate L2 learners' engagement with automated feedback and the impact of feedback explicitness and accuracy on their engagement. Twenty-four Chinese EFL learners revised their writing through Write & Improve with Cambridge, a new automated…

This paper reports the findings of an action research that was carried out to measure the effectiveness of integrating a social networking website "Edmodo" in students' writing performance in an EFL classroom at Arab Open University (Oman Branch). The participants were 25 students studying English in the Foundation Programme. Along with…

An interest in writing practices in the state of Kansas led to a statewide survey of middle school teachers to examine key writing practices and issues. Questions focused on teacher preparation, beliefs, self-efficacy, and sense of responsibility to teach writing; use of evidence-based writing practices; the role of assessment; technology; types…

This study explores the extent to which students in a community college remedial English as a second language (ESL) course engaged with a class wiki and the relationship between their pattern of engagement over time and success in exiting remediation. Participants included 47 students in two sections of ESL writing during the spring 2009 semester.…

Writing and the teaching of writing is changing at a rapid pace. How can educators understand writing assessment "as" and "with" technology in the 21st-century classroom? Michael Neal contends that new technologies are neither the problem nor the solution. Instead, educators need to tap into digital resources only inasmuch as they promote writing…

The use of computer programs that can be used to correct and assess students' written work in the EFL classroom has become more commonplace within the last decade. This paper discusses the role of CALL in the process of data collection, standardisation of assessment criteria and compilation of the number of errors in the areas of grammar learning…

This document consists of six issues of a newsletter that provides a forum for the sharing of research findings and instructional strategies by faculty of Western Michigan University. Issue Number 1 addresses writing in the Writing Across the Curriculum Program with notification of a faculty workshop, hints on how to encourage good writing, and a…