Background: Although conventional writing procedures are still the dominant instructional procedures in English as a foreign language (EFL) contexts, instructors are still struggling with time limitations to improve EFL students writing skills properly. Additionally, EFL students are not engaged in the writing process since they lack the required…

Second language (L2) research suggests that synchronous written corrective feedback (SWCF) in online collaborative writing tasks can help improve L2 linguistic knowledge and writing skills. Following the rise of online collaborative writing in the wake of the COVID-19 pandemic, this exploratory study examines L2 learners' perceptions of receiving…

Writing is a fundamental skill in English language learning that requires the application of effective instructional strategies. Various strategies have been implemented in writing classrooms, including writing strategies, summarization, collaborative writing, specific product goals, word processing, sentence combining, prewriting, inquiry…

Collaborative writing (CW) tasks require heightened Engagement with Language (EWL), as their learning potential has been shown to be mediated by the number of language-related episodes (LREs) or learners' patterns of interaction. Recent research on CW with young populations has investigated different dimensions of EWL, but a holistic view of the…

This paper proposes a paradigm shift from the traditionally systematic, rigid structures of thesis writing courses to favor an inclusive, fluid, and flexible approach that both centers on student needs and meets the professional demands of future graduates. An intentional move to amend the thesis writing course would (1) create the conditions for…

The current study was to see if collaborative writing activities would impact each student's writing quality after getting engaged in an academic writing course for argumentative essays. The study enrolled 62 third-year English majors at the Faculty of Foreign Languages, Van Lang University, Ho Chi Minh City, Vietnam, 35 in the experimental group…

This study aims at scrutinizing the effectiveness of the utilization web-based learning platform, "Edmodo" in teaching academic writing to EFL learners. This study employed a mixed method approach on the fifth-semester students and confirmed that 10 students take part in this study. A mixed method approach was utilized in this study…

Isolation is a consideration for many writers and is a term that has become synonymous with the pandemic. Perhaps this explains why the focus for much practice and research on writing development from a learning development and academic literacies context has traditionally focussed upon in-person support. Digital writing practices offer…

There has been substantial research on the effects of metacognitive instruction on improving L2 learners' language skills. However, little is known about the impact of such instruction on improving the effectiveness of L2 students' collaborative writing. To fill this research gap, we conducted a quasi-experimental study to investigate how such an…

This study investigates the impact of wiki-mediated collaborative writing (WMCW) on enhancing persuasive writing skills, 21st century skills, and writing self-efficacy of English for Specific Purposes (ESP) students, following the Vygotskian social-constructivist theory of learning. Two intact classes, comprising 79 ESP students, were randomly…

Despite strong support for integrating reading and writing instruction, writing practice is often crowded out of the schedule in elementary classrooms. To promote increased emphasis on writing, a working group of literacy researchers highlights three writing goals and six research-based reading-to-writing practices to enliven instruction with more…

This study investigated how English language writers in a Chinese university were able to paraphrase following instruction with an online module. Participants were separated into two groups: Group A (Individuals) and Group B (Dyads). They were then trained and assessed in their ability to complete paraphrasing tasks with a pre and posttest.…

This paper explores the ways ESOL writing instructors implement and assess participatory writing practices in the classroom using digital technologies during the COVID-19 pandemic. Participatory writing practices are largely sociocultural in nature and thereby resist the notion of standardized and individualized practices to focus on co-creating a…

Doctoral students were randomly assigned to a five-week (30-h) faculty-led writing workshop intervention, either preceded by a five-week (waiting list) control phase or followed by a five-week maintenance phase. In the workshop, students wrote together, received instruction in genres of academic writing (literature reviews, scientific articles,…

This study investigated how the inclusion of model texts as a feedback technique affected students' task motivation and engagement in writing tasks. Adopting a longitudinal design, 60 English as a foreign language (EFL) children (aged 11-12) were divided into three groups: a treatment group, a long-term treatment group, and a control group. The…