Second Language Writing

In this study, we examined how L2 writers' trust in their teacher predicts their feedback-seeking behavior (FSB) and whether this relationship is mediated by learners' perceived selfpresentation cost and feedback value. Questionnaire data were collected from 128 students enrolled in L2 writing classes at a major US university. Three confirmatory factor analyses confirmed the construct validity of target variables. Regression and mediation analyses revealed that competence-based trust, reflecting students' trust in their teacher's instructional competence, positively predicted both feedback monitoring and inquiry. These relationships were mediated by feedback value, whereas self-presentation cost did not emerge as a mediator. In contrast, learners' affect-based trust, reflecting learners' emotional trust in their teacher, directly predicted feedback inquiry and showed a small negative indirect association with increased selfpresentation cost. The findings suggest that while emotional trust may encourage students to approach teachers for feedback, trust in teachers' instructional competence plays a more central role in promoting active engagement with written corrective feedback by enhancing its perceived value. Overall, the results underscore the distinct but complementary roles of affectbased and competence-based trust in shaping students' proactive engagement with feedback in L2 writing. Theoretical and instructional implications are discussed.

At European universities, writing is a traditional way of learning, assessment, and independent study, but it is handled in an implicit, tradition-based way that has only recently been contrasted with and supported by a more explicit writing ped-agogy. Still, little systematic knowledge is available about the pedagogical ap-proaches to writing, writing practices, and genres across Europe and much of it is codified in the national languages without correlation to internationally accept-ed terminology and theories. This book explores the writing cultures of Europe, nation by nation, and reports the idiosyncrasies for each respective country. The reports are based on a 17-item topic list used by the authors to collect data be-fore synthesizing the results. Next to writing practices and genres, a high level of emphasis was placed on the structure of educational systems, the languages in use, and the kind of support provided for student writers.

الكتابة الصوتية ليست بديلًا عن الحرف العربي، بل جسرٌ مؤقت نحوه.
تخفيف العبء المعرفي في مرحلة ما قبل A1 شرطٌ لبناء قراءة عربية آمنة.
الفصول المختلطة تحتاج إلى أدوات تفريد لا إلى منهج موحّد للجميع.
الرومنة/الكتابة الصوتية يمكن أن تكون دعمًا تربويًا إذا ضُبطت مرحليًا.
الدمج بين دارسي العربية، ووارثي اللغة، و«القرأة» يحتاج إلى مقاربة حساسة للفروق النمطية.
توظيف الكتابة الصوتية ينبغي أن يستند إلى نظريات التعلم لا إلى الانطباعات الأيديولوجية.
المنصات الرقمية والمقررات الهجينة تتيح تطبيقًا مرنًا لهذه المقاربة وتقويمها.

Writing strategies are deemed important to enable learners to write well in academic contexts in higher education. This study examined the writing strategies of English as Second Language (ESL) undergraduates in higher education to look into the type of writing strategies they use. The five categories of writing strategies focused on were rhetorical strategies, metacognitive strategies, cognitive strategies, communicative strategies, and social/affective strategies. The sample of this study comprised 40 students from the social science disciplines in a local public university. The instrument used to collect data was questionnaire. The results showed that the students used all five categories of writing strategies. However, metacognitive strategies, cognitive strategies as well as social/affective strategies were used slightly more compared to communicative strategies and rhetorical strategies. This study has implications for ESL student writers and instructors on writing strategies ...

The analysis of Theme and Rheme, and thematic progression, based on a Systemic Functional Linguistics (SFL) approach to language, has, in the context of English language teaching, been largely limited to analyzing student writing, and has not investigated if these concepts are helpful to the students themselves. This paper examines the use and potential value of teaching the concept of thematic progression to EFL learners in an academic writing course in a Thai university. First, the paper aims to discover if Thai EFL writers exhibit the same issues with their writing as previous international studies have found, such as overuse of constant progression. It then reports on the results of an investigation as to whether knowledge of the concept impacts their writing in any way. Students were also asked whether they found the concepts useful during their composition. Results indicate that their writing does change as a result of instruction, that they find it a useful aid, and that they...

Teaching literature presents difficulties in EFL settings because students lack sufficient language proficiency and have little experience with challenging authentic full-length literary texts. Teaching methods also continue to be largely teacher-directed. Based on an integrated metacognitive, self-regulated learning, and cognitive load theory framework, this study explored whether the Reciprocal Teaching Strategy (RTS) could improve secondary students' reading comprehension of Treasure Island and investigated English teachers' views on its implementation. We used a convergent mixed-methods design with a quasi-experimental study and qualitative responses to teachers' open-ended questions. Sixty students were placed into either an experimental or control group. Students were tested on literary text comprehension before and after reading Treasure Island. During the intervention, students in the experimental group were taught with RTS and students in the control group received traditional instruction. Teachers (N = 32) gave qualitative responses about their opinions of benefits and challenges of RTS. Statistical analyses showed that students' scores on the experimental group's post-test were significantly higher than students' scores on the control group's post-test, t(58) =-4.43, p < .001, d =-1.37. There was a large effect size, which means that RTS led to better comprehension of Treasure Island. Theme analysis revealed that RTS allowed for metacognitive awareness of reading, self-regulated learning skills, better comprehension, and engagement. Although some teachers had concerns about time, class size, and mixed proficiency levels, most believed that reciprocal teaching was beneficial to students. Our results indicate that reciprocal teaching is an effective metacognitive strategy to use when teaching full-length literary texts in EFL contexts and that training and proper conditions are required for teachers to properly execute it. .

Harold Pinter's dramatic oeuvre persistently interrogates the relationship between language, power, and human interaction. Rejecting the notion of language as a transparent medium of communication, Pinter constructs theatrical worlds in which speech operates as a strategic game governed by dominance, exclusion, and menace. Drawing upon Ludwig Wittgenstein's concept of language games, this article examines how linguistic exchanges in Pinter's plays function as rule-bound practices through which authority is asserted and identities are destabilized. Through detailed analyses of The Birthday Party, The Dumb Waiter, The Caretaker, The Homecoming, and Old Times, the paper argues that Pinter transforms everyday language into a performative mechanism of control. Silence, repetition, ambiguity, and narrative manipulation emerge not as failures of expression but as deliberate tactics within linguistic power struggles. By situating Pinter's dramaturgy at the intersection of philosophy of language, discourse theory, and modern drama, the article demonstrates how his theatre exposes the coercive potential embedded within ordinary speech and challenges liberal assumptions about communication, truth, and interpersonal understanding.

Corpus-based data-driven learning is widely recognised in applied linguistics, yet how students interact with and around corpus tools in Vietnamese classrooms remains underexplored. Grounded in social constructivist learning theory, this study investigates how Vietnamese EFL students engage with a corpus tool during collaborative writing, and the difficulties and strategies emerging from this process. The study involved six English-major undergraduates working in small groups during a 60-minute corpus-based writing session in a Vietnamese university classroom. Students' interactions with the corpus tool, peers, and the teacher were video-recorded and analysed qualitatively. The findings show that corpus use unfolded along two closely connected dimensions: operational interaction, related to navigating the corpus and retrieving data, and interpretive interaction, related to making sense of corpus evidence for writing decisions. Students also encountered technical difficulties during corpus use. These difficulties were managed through peer-supported step recovery, evidence-based comparison, andwhen uncertainty persistedteacher mediation. Rather than indicating failure, such difficulties reflected learners' emerging corpus literacy. The data also reveal learners occasionally oriented to other digital tools such as Google search or AI-based writing assistants as potential resources for verifying corpus findings. Overall, the study highlights the interactional and developmental nature of corpus-assisted writing and emphasises the importance of structured support and flexible use of multiple tools during corpus-based instruction.

Second language (L2) writing, particularly in demanding areas like argumentative discourse, requires learners to effectively manage interpersonal resources such as stance and modality. Despite the centrality of stance in academic literacy, its development in L2 Hebrew writing remains largely underexplored. This study addresses this gap by examining how Arabic-speaking learners of Hebrew realize epistemic, deontic, and evaluative stance in their interlanguage writing. Using a qualitative, concept-oriented, function-to-form analytical approach, the analysis examined 92 authentic argumentative essays (11,572 words) produced by L1 Arabic speakers under standardized examination conditions and systematically classified each modal expression into one of three empirically derived interlanguage developmental levels. The findings reveal a clear and consistent developmental progression across all three modal domains. Developmental patterns are inferred from interlanguage variation across proficiency levels rather than tracked longitudinally. Basic-level expressions relied primarily on high-frequency, spoken-like vocabulary and explicit personal opinion markers. Intermediate-level expressions displayed greater lexical variety and a shift toward a more abstract stance but remained marked by morphosyntactic instability and L1 influence, often producing hybrid or non-target-like constructions. Advanced writers effectively deployed idiomatic, low-frequency, and structurally more complex modal constructions aligned with conventions of Hebrew academic writing.
Abu-Rabiah, E. (2026). A developmental trajectory of stance and modality in second language Hebrew argumentative writing: A function-to-form analysis of Arabic-speaking learners. Education Sciences, 16(3), 485. https://doi.org/10.3390/educsci16030485

אוצר מילים (vocabulary) או לקסיקון (lexicon) הוא אחת מאבני היסוד המרכזיות ברכישת שפה שנייה (L2), שכן הוא תנאי הכרחי להבנת שפה ולהפקתה. מחקרים רבים מצביעים על קשר הדוק בין אוצר מילים לבין שליטה בארבע אופנויות השפה – האזנה, דיבור, קריאה וכתיבה – וכן על תרומתו הרבה להצלחה אקדמית. ביחס לארבע אופנויות השפה, אוצר המילים של הלומד מתחלק לשני סוגים עיקריים: פסיבי ופרודוקטיבי. אוצר מילים פסיבי (receptive vocabulary) מתייחס למילים שהלומד מזהה בעת קריאה או האזנה. הכרת מילה זו עשויה להתבסס על הכרת משמעותה הכללית וצורתה הדבורה או הכתובה. אוצר מילים פרודוקטיבי (productive vocabulary) כולל את המילים שהלומד מסוגל לשלוף בזמן אמת ולהשתמש בהן בפועל – בכתיבה או בדיבור. ביחס להיבטי הידע על אודות המילים, אוצר המילים של הלומד מתחלק לשני סוגים עיקריים: רוחב ועומק. רוחב או גודל של אוצר מילים (vocabulary size or breadth) מתאר את מספר המילים השונות שהלומד יודע. עומק של אוצר מילים (vocabulary depth) המתאר את היבטי הידע השונים שיש ללומד על כל מילה. פיתוח מיומן של אוצר המילים הפרודוקטיבי הוא המפתח להשתתפות פעילה ומשמעותית בחיים בכלל ובלימודים האקדמיים בפרט, הן בדיבור הן בכתיבה. כדי להרחיב את אוצר המילים הפרודוקטיבי של הלומדים יש לעודד הוראה מבוססת שימוש, הכוללת חשיפה למשימות המחייבות כתיבה ודיבור בהקשרים בעלי משמעות עבור הלומדים. כמו כן נוסף להרחבת אוצר המילים יש לטפח גם את עומקו – באמצעות הכרת קולוקציות והבנה של ניואנסים תחביריים ופרגמטיים.
Abu-Rabiah, E., Ditchi-Barak, T., & Dihi, H. (2025). Vocabulary acquisition and instruction in an additional language: Knowledge components, influencing factors, and the role of exposure. Lexi-Kaye, 24, 15–18. [In Hebrew*] https://doi.org/10.54301/qxfj8662

This study presents a scientometric analysis of student plagiarism research spanning five decades (1970–2022) to map the intellectual structure and evolution of this interdisciplinary field. Drawing on a co-citation analysis of 719 journal articles from the Web of Science and Scopus databases, we identified six major thematic clusters that characterise different research strands: student academic misconduct, source-based writing, cognitive factors of inadvertent plagiarism, Internet plagiarism and detection technologies, authorship and originality, and counter-plagiarism measures. Informed by Shneider’s (Citation2009) four-stage model of scientific development, we trace the field’s progression through four distinct developmental stages: pre-conceptualisation (up to the 1990s), conceptualisation (the 1990s), maturation (the 2000s), and expansion (2010 onwards). The analysis reveals how student plagiarism research has evolved from scattered studies treating plagiarism as a subset of general academic misconduct to a mature, specialised field with distinct theoretical frameworks, methodological approaches, and pedagogical implications in response to technological and cultural changes in higher education. This scientometric review offers evidence-based insights to inform future research, policy development, and pedagogical practice.

Writing is regarded as one of the most challenging skills for language learners due to its multifaceted nature. Similarly, writing instruction involves a composite skill set varying from teaching structural knowledge to linking ideas logically through using appropriate lexicon and cohesive devices. Like many other EFL learners, most students with intensive English instruction at Turkish universities often report difficulties in their in-class and extracurricular writing tasks, and they do not feel a sense of achievement and self-efficacy in writing in English as a foreign language (L2). Through this study, the researchers provided 35 English preparatory students with 6-week writing instruction integrating digital tools to examine the effectiveness of this intervention in promoting the students' self-efficacy levels and sense of achievement in L2 writing. The study adopted a mixed-methods research model in which the Self-Efficacy Writing Scale (SEWS) created by Bruning et al. ( ) is used as the quantitative data tool, and the interview and minute paper techniques as the qualitative data tools. The study's findings revealed that digital-tool-supported writing instruction had promising impacts on fostering students' self-efficacy in L2 writing, leading to gains in their ideation, use of writing conventions, and selfregulation abilities. The qualitative findings also suggested that digital tools empowered them as writers in L2 and led to improvements in their perceived sense of achievement in writing tasks.

This poster presents an ongoing government-funded research project adapting Auto-Peer, an automated writing evaluation tool, for Japanese EFL classrooms. It highlights current progress, showing how student writing data is guiding Auto-Peer’s development as a pedagogical tool for building feedback and AI literacy. Attendees will explore
how Auto-Peer can enhance writing instruction, assessment, and student engagement with generative AI tools ethically and effectively while discussing the opportunities and challenges of AI integration in EFL classrooms.

While previous studies have demonstrated the pedagogical utility of data-driven learning (DDL), little research has compared direct (computer-based) and indirect (paper-based) DDL in Englishas-a-second-language writing instruction. To address this gap, this study examined the effectiveness of the two DDL approaches in improving first-year college students' knowledge and use of that-clauses in an English-for-academic-purposes course. Using a pre-post-delayed quasi-experimental design, two experimental groups received either direct or indirect DDL interventions, while a control group received traditional teacher-fronted instruction. Both DDL interventions led to short-term gains in the frequency of that-clause use. While the indirect DDL intervention was effective in sustaining such gains beyond the post-test, the gains for the direct DDL group disappeared on the delayed test. In terms of variety of use, only the direct DDL group showed improvement from the pre-test to the post-test and maintained this improvement on the delayed test. The direct DDL intervention was also somewhat more effective than the indirect DDL intervention in improving participants' variety scores on the post-test. Finally, neither the direct nor the indirect DDL intervention had any significant effect on the accuracy with which that-clauses were used. Implications for second language writing instruction and future DDL research are discussed.

Writing strategies are deemed important to enable learners to write well in academic contexts in higher education. This study examined the writing strategies of English as Second Language (ESL) undergraduates in higher education to look into the type of writing strategies they use. The five categories of writing strategies focused on were rhetorical strategies, metacognitive strategies, cognitive strategies, communicative strategies, and social/affective strategies. The sample of this study comprised 40 students from the social science disciplines in a local public university. The instrument used to collect data was questionnaire. The results showed that the students used all five categories of writing strategies. However, metacognitive strategies, cognitive strategies as well as social/affective strategies were used slightly more compared to communicative strategies and rhetorical strategies. This study has implications for ESL student writers and instructors on writing strategies that can be used to facilitate academic writing.

The problems of speaking mastery faced by EFL students in higher education are various. The frequency of making mistakes in completing specific tasks is because of poor communication skills. Students have minimum chances resulting lack of practice that affects their successful performance. Self-efficacy and emotional intelligence were determined to be two essential components to developing and improving learners' speaking abilities. This study is purposed to investigate the correlation between self-efficacy, emotional intelligence, and the achievement of students' English speaking. This study used a quantitative correlational design. The data are gathered by using a self-efficacy scale expanded from the General Self-Efficacy Skill (GSE), emotional intelligence was measured with the emotional intelligence scale adapted from the Emotional Regulation Questionnaire (ERQ), while the speaking achievement was administered to 100 students in public speaking class. The students performed a seven-minute speech and scored based on the content, proficiency, and delivery method. The data on self-efficacy and emotional intelligence were analyzed by using multiple correlations and multiple regressions. The finding shows a significant correlation between

Students' emotional responses towards teacher's feedback may influence the result of the revision of the writing draft composed by the students. Within this concept, this study explores how students' emotional responses including how they feel towards teacher's feedback and what factors influence how the students revise their writing. Seven students were involved in this study and in-depth interviews were carried out to obtain students' emotional responses. The results show that low proficiency level students' emotional responses towards teacher's feedback include acceptance of feedback, rejection of feedback, disappointment, frustration, and depression. This study reveals that students' emotional responses affect the success in the writing process. Besides, some factors that influence the way how the students revise their writing indicated from internal and external factors. Pertinent to the internal factors, most of the students stated some points: 1) they did not understand the feedback from the teacher, 2) they felt embarrassed and afraid to ask to the teacher about the feedback, 3) they were afraid of making errors or repeated errors. External factors were teacher's mood and limited time allocated for teacher-student conference. The findings suggest that teachers need to take into account students' feelings and emotions while providing feedback for the students. In addition, teachers need to carefully choose a strategy in giving feedback to enhance students' emotional engagement so that the students can easily understand the feedback .

This paper reports a study conducted to explore the relationship of task complexity and L2 writing. Task complexity was varied on one dimension: presence (absence) of the pre-tasks. The results showed that when pre-tasks were administered to students (15 M. Phil students), structural complexity and lexical variety of student writing increased. It is, therefore argued that writing tasks in classroom should be preceded by pre-tasks which help with organization and content.

This paper reports a study conducted to explore the relationship of task complexity and L2 writing. Task complexity was varied on one dimension: presence (absence) of the pre-tasks. The results showed that when pre-tasks were administered to students (15 M. Phil students), structural complexity and lexical variety of student writing increased. It is, therefore argued that writing tasks in classroom should be preceded by pre-tasks which help with organization and content.

Sabana informa que el(los) autor(es) ha(n) autorizado a usuarios internos y externos de la institución a consultar el contenido de este documento a través del Catálogo en línea de la Biblioteca y el Repositorio Institucional en la página Web de la Biblioteca, así como en las redes de información del país y del exterior con las cuales tenga convenio la Universidad de La Sabana. Se permite la consulta a los usuarios interesados en el contenido de este documento para todos los usos que tengan finalidad académica, nunca para usos comerciales, siempre y cuando mediante la correspondiente cita bibliográfica se le de crédito al documento y a su autor. De conformidad con lo establecido en el artículo 30 de la Ley 23 de 1982 y el artículo 11 de la Decisión Andina 351 de 1993, La Universidad de La Sabana informa que los derechos sobre los documentos son propiedad de los autores y tienen sobre su obra, entre otros, los derechos morales a que hacen referencia los mencionados artículos.

Der Übertritt migrationsbedingt mehrsprachig werdender Kinder vom Kindergarten in die Schule ist seit mehreren Jahren im Fokus von Bildungsforschung, Bildungspolitik und Bildungspraxis 2 . Damit reagiert man auf die Beobachtung, dass Unterschiede zwischen einsprachig aufwachsenden und migrationsbedingt mehrsprachig aufwachsenden Kindern in Bezug auf ihre schulbezogenen sprachlichen Fähigkeiten das Potential haben, für zweitere im weiteren Bildungsverlauf nachteilig wirksam zu werden (vgl. Kotzerke et al. 2013). Für Österreich bestätigt eine aktuelle Studie von Herzog-Punzenberger (2017) erneut, dass migrationsbedingte Mehrsprachigkeit in österreichischen Schulen eine Beeinträchtigung des schulischen Erfolgs bedeuten kann. Sie differenziert in Bezug auf die Gründe für diese Benachteiligung zwischen der einsprachigen Ausrichtung von Schulmodellen, der Wirkung des sozialen Milieus, der Qualität der elementarpädagogischen Angebote, der deutlichen Segregation von Kindern aus zugewanderten Familien und solchen, deren Familien von Armut betroffen sind, sowie der hohen Selektivität des Schulsystems und zeigt damit auf, auf welch unterschiedlichen Ebenen angesetzt werden müsste, um der Bildungsbenachteiligung migrationsbedingt mehrsprachig aufwachsender Kinder entgegenzuwirken. Ungeachtet der Komplexität sind die Antworten der österreichischen Bildungspolitik jedoch recht eindimensional: Durch gesetzliche Vorgaben wird versucht sicherzustellen, dass Kinder mit Eintritt in die Schule die Unterrichtssprache Deutsch beherrschen 3 . Damit verbunden ist der verstärkte Einsatz von 1 Der vorliegende Text ist eine erweiterte Fassung des gleichnamigen Artikels in Furch, Elisabeth et al. (im Druck) (Hg.): Ankommen -Bleiben -Zukunft gestalten, Wien: Kammer für Arbeiter und Angestellte Wien. 2 Im deutschsprachigen Raum hat das umfassende Hamburger Modellprojekt För-Mig (Förderung von Kinder und Jugendlichen mit Migrationshintergrund) mit seinen praxisbasierten Forschungsarbeiten u. a. Grundlagenarbeit zur Durchgängigen Sprachbildung über Bildungsstufen hinweg geleistet und richtungsweisende Impulse auch für den Übergang von der Kita in die Grundschule gegeben. In Österreich gab es in den Jahren 2013-2016 vom Bildungsministerium (damals BMUKK) durchgeführte Modellprojekte zur umfassenden Sprachförderung am Übergang vom Kindergarten in die Volksschule, die wertvolle Impulse für lokale Initiativen gab und in deren Rahmen vom Charlotte Bühler Institut ein Leitfaden erstellt wurde (Charlotte Bühler Institut 2016). 3 §6 (2) des Schulunterrichtsgesetztes (SchUG), das die Beherrschung der Unter-

APA Citation: Paker, T., & Erarslan, A. (2015). Attitudes of the preparatory class students towards the writing course and their attitude-success relationship in writing. Journal of Language and Linguistic Studies, 11(2), 1-11. Abstract This study aims to explore the attitudes of Turkish EFL students towards the writing course at university and to investigate the relationship between students&#39; attitudes and their overall proficiency in writing. The participants were 782 students from various departments in the pre-intermediate, intermediate and upper-intermediate levels in a preparatory program. The data were collected through questionnaires administered to the students before and after they took the writing course. The students were asked to reflect their attitudes towards the writing course as pre-and post-tests. In addition, their writing scores in the proficiency exam were assessed, and the relationship between students&#39; average attitude scores and their overall writing ...

This study aims to explore the attitudes of Turkish EFL students towards the writing course at university and to investigate the relationship between students’ attitudes and their overall proficiency in writing. The participants were 782 students from various departments in the pre-intermediate, intermediate and upper-intermediate levels in a preparatory program. The data were collected through questionnaires administered to the students before and after they took the writing course. The students were asked to reflect their attitudes towards the writing course as pre- and post-tests. In addition, their writing scores in the proficiency exam were assessed, and the relationship between students’ average attitude scores and their overall writing proficiency was compared and contrasted. Our results revealed that there was a slight decrease in their attitudes towards writing in the post test, which was not statistically significant. On the other hand, the overall writing proficiency resu...

This study examined the hierarchical structure among second/foreign language (L2) writing subskills using a Hierarchical Diagnostic Classification Model (HDCM). A pool of 500 essays composed by English as a Foreign Language (EFL) students was assessed by four experienced EFL teachers using the Empirically-derived Descriptor-based Diagnostic (EDD) checklist. Based on a literature review and the expertise of three content experts, several models were developed to reflect various hierarchical interactions among L2 writing subskills, including linear, divergent, convergent, independent, unstructured, mixed, and higher-order. The comparison of the models showed the presence of an unstructured interaction among L2 writing subskills, indicating that content is the foundational subskill for the mastery of vocabulary, grammar, organization, and mechanics. Higher mastery classes were also associated with higher educational levels, greater frequency of English use, and longer exposure to L2. Understanding the hierarchical relationships among L2 writing subskills can improve targeted instructional strategies and assessment practices.

This article examines how artificial intelligence can support authentic writing feedback in EFL/ESL contexts beyond grammar and surface error correction. It clarifies the characteristics of authentic feedback, emphasizing purpose, audience awareness, organization, coherence, and revision habits. The discussion distinguishes grammar and style checkers from generative AI assistants and explains how these tools produce feedback, including common limitations such as hallucinations, overconfident recommendations, vague advice, and oversimplified language rules. Practical, teacher-in-the-loop workflows are presented to align AI-assisted feedback with rubrics, learning outcomes, and genre expectations while maintaining student authorship and responsibility. The article outlines classroom uses by proficiency level, highlighting staged feedback (global revision before editing), targeted prompting strategies, and routines that build feedback literacy through checklists, reflection logs, and revision explanations. It also addresses privacy, academic integrity, and responsible classroom policies to reduce risk and ensure respectful feedback practices. Overall, the article positions AI as a supportive resource for revision and learning, not a replacement for teacher judgment or instruction. Introduction: Why AI Writing Feedback Matters Beyond Grammar What "Authentic Writing Feedback" Means in EFL/ESL How AI Tools Generate Writing Feedback (and Where They Mislead) Designing AI-Assisted Writing Feedback Workflows Teachers Can Trust Practical Classroom Uses for Different Levels and Writing Goals (No Case Studies) Ethics, Privacy, Academic Integrity, and Responsible AI Use in ESL Writing Conclusion: A Balanced Future for AI Writing Feedback in EFL/ESL References This article explores how AI can support authentic writing feedback beyond grammar checking for English teachers, ESL professionals, and non-specialist readers who want practical guidance. It will define what authentic writing feedback looks like in EFL/ESL settings, explain how AI feedback tools work in broad terms, and outline classroom workflows that keep teachers in control while building student responsibility. It will also provide level-sensitive ideas for common writing tasks, from paragraph writing to workplace emails, and address essential concerns such as privacy, integrity, and responsible use. What this article will not do is promote AI as a replacement for teaching, recommend automated grading as a best practice, or present case studies. The focus is on realistic, respectful classroom use: AI as a tool that can strengthen feedback when educators design the process, and learners remain active decision-makers. Accuracy matters. In EFL/ESL writing, grammar, spelling, punctuation, and word form errors can interfere with meaning and may affect how a reader evaluates a writer's credibility. Many teachers, therefore, spend significant time correcting sentence-level problems, and learners often request this kind of help because it feels concrete and measurable. The limitation is that surface-level correction alone rarely leads to strong writing development. First, learners can become dependent on correction, waiting for the teacher (or a tool) to "fix" problems instead of learning how to notice and revise patterns independently. Second, a draft can be grammatically clean and still be confusing, poorly organized, or inappropriate for the task. Third, focusing heavily on local errors can pull attention away from ideas, argument, evidence, and reader needs, which are often the real reasons a text fails to achieve its purpose. Research on written corrective feedback suggests that correction can be helpful, but results depend on how it is delivered, what errors are targeted, and whether learners are guided to process and apply feedback rather than simply accept edits . In other words, grammar correction is most effective when it is selective, linked to instruction, and connected to revision work the student actually does. Authentic writing feedback keeps accuracy in view, but it places accuracy within a broader goal: communicating meaning effectively to a reader. Authentic writing feedback addresses what many teachers call higher-order concerns: the message, the structure, and the relationship with the reader. These concerns include: Purpose: What is the writer trying to accomplish (inform, persuade, request, reflect, summarize)? Feedback helps the writer check whether the draft achieves the intended purpose. Audience: Who will read this text, and what do they need? Feedback highlights assumptions, missing context, and whether tone and register fit the reader and situation.

This study addresses the response of social science and engineering science faculty to a naturally occurring sample of second language writing. Using a matched-guise protocol, faculty participants were led to believe that the one-page essay was produced by an international student whose first language was either Chinese or Spanish. The faculty evaluated the writing holistically (on a scale from 1 to 10) and were invited to ''correct the five most troublesome errors.'' Results indicate that the ethnic guise did not affect holistic scores; however, the social science and engineering science faculty did rate the composition differently. While qualitative analysis demonstrates that, not surprisingly, individual editing styles among faculty are quite variable, there was a tendency across faculty to edit semantic gaps as opposed to grammatical items. This indicates a preference by the faculty to clarify content, a finding that supports prior research.

Concerns about plagiarism are salient for the academic writing of second language (L2) writers of English, who face several challenges while learning academic discourse and proper citation conventions. Effective instruction is crucial in helping them learn to avoid plagiarism and borrow from sources appropriately. In this chapter, the authors present a case study of an English as a Second Language (ESL) composition class at a Midwestern university in the United States. This study is framed by a social view of learning that draws from Lave and Wenger's (1991) notion of a community of practice. Data included weekly classroom observations, interviews at the beginning, middle, and end of the 10-week academic term, surveys, and student participants' online blogs. Findings illustrate how Turnitin, an Internet-based matched-text detection program, was used to support academic writing instruction and help socialize learners into an American academic discourse community.

Concerns about plagiarism are salient for the academic writing of second language (L2) writers of English, who face several challenges while learning academic discourse and proper citation conventions. Effective instruction is crucial in helping them learn to avoid plagiarism and borrow from sources appropriately. In this chapter, the authors present a case study of an English as a Second Language (ESL) composition class at a Midwestern university in the United States. This study is framed by a social view of learning that draws from Lave and Wenger&#39;s (1991) notion of a community of practice. Data included weekly classroom observations, interviews at the beginning, middle, and end of the 10-week academic term, surveys, and student participants&#39; online blogs. Findings illustrate how Turnitin, an Internet-based matched-text detection program, was used to support academic writing instruction and help socialize learners into an American academic discourse community.

Ethics has become a central concern in applied linguistics, with researchers from both qualitative and quantitative paradigms increasingly engaging with ethical considerations. While methodological guidelines have been proposed to support ethical research practices (De Costa, 2024), it remains unclear to what extent these are implemented and reported. Narrative inquiry, in particular, poses complex ethical challenges due to its relational and often deeply personal nature. Although qualitative traditions have long led ethical reflections in applied linguistics, ethical enactment and transparency in narrative inquiry remain inconsistent. To explore this issue, we conducted a methodological synthesis of 332 narrative inquiry studies published between 2012 and 2023, examining ethical practices across study design, recruitment, data collection, and analysis. Findings reveal that while issues like anonymity were commonly addressed, other areas-such as IRB approval, participant incentives, considerations for vulnerable populations, and data sharing-showed marked variation. Drawing on current literature, we propose empirically grounded recommendations to strengthen ethical reporting in narrative research. Rather than associating macro-ethics and micro-ethics with specific paradigms, we integrate both to explore how ethical principles are enacted in context. Given the relational and situated nature of narrative inquiry, this review responds to a timely need for more transparent and reflexive ethical practice in the field.

This article is written while witnessing the world's first live-streamed genocide, the genocide of the Palestinian people in Gaza. It centres the Gaza Genocide as an exemplar of the failures of liberal education systems. At the same time, it positions the Genocide in Gaza as a catalyst for rethinking education in/with Gaza to create fairer educational presents and futures. Such rethinking necessitates a new lexicon for education that speaks to current failures and dares to name new possibilities. As such, this article departs from the expiring liberal human capital perspective and proposes a framework with three timely turns that orient education towards the urgently needed work towards justice and solidarity. The framework entails an ontological arrangement towards an Education for Justice, an epistemological shift anchored in a Pedagogy with the Dehumanised, and an ethical commitment envisaged through Solidarity Education. This work speaks to educators across the world, carving a world for an education that attends to human rights, democracy, justice, solidarity, and peace.

This volume originates from my Ph.D. dissertation in English Rhetoric, Composition, and Applied Linguistics at Texas A&M University-Commerce. Although completed in 2012, the debate surrounding grammar in the language curriculum remains active, now further complicated by the advent of AI-driven generative tools. For at least five decades, much of the disagreement over grammar instruction has stemmed from conflicting definitions of key terms. This volume revisits three critical concepts that, once redefined, can reshape how explicit grammar training can be integrated into English language teaching: (a) the scope of grammar and linguistics, (b) literacy, and (c) the objectives of the language curriculum. Re-examining these terms creates a new cognitive framework for discussion. Here, grammar and linguistics are presented as pedagogical tools for both students and teachers, enabling linguistic observation, analysis, and adaptation. This approach views grammar as a functional bridge connecting cognition, linguistic forms, and socio-cultural context. Literacy is expanded to encompass the ability to interpret reality through multiple semiotic codes, while the curriculum's aim is to develop metalinguistic awareness. This equips learners to consciously navigate linguistic variation across familiar and new communicative contexts. To support this theoretical framework, a self-study employing narrative inquiry is presented. This method explores the evolving relationship between the researcher (myself), the literature, and classroom experiences, drawing on hermeneutical analysis. The study reflects on the researcher’s shifting perspectives on grammar, as well as observations of student responses to classroom materials.

Although AI integration in education is accelerating, professional development for Chinese EFL teachers remains predominantly techno-centric and lacks disciplinary specificity, resulting in persistently lower levels of AI literacy. To address this, this study used an eight-week AI-Integrated Genre-Based Pedagogy (AI-GBP) module grounded in Situated Learning Theory and TPACK. A quasi-experimental, explanatory, sequential, and mixedmethods design was employed to compare the AI-GBP module with a generic AI-literacy program among 64 Chinese college EFL teachers (n = 32 per group). Quantitative data from pre-and post-intervention surveys were analyzed using ANCOVA and MANCOVA to determine differences, while qualitative data from semi-structured interviews underwent thematic analysis. Quantitative findings indicated statistically significant gains in overall AI literacy as well as in its subcomponents, particularly regarding practical application and critical appraisal, among teachers in the AI-GBP group compared with the control group. Qualitative findings revealed certain developmental shift from tool-oriented AI use toward more critical and pedagogically relevant engagement, including teachers' increased ability to identify model bias, contextual mismatch, and 'agreeableness' AI possesses. These findings suggest that embedding AI learning within more pedagogically and contextually appropriate situations (e.g., genre-based pedagogy) can support EFL teachers' sustainable and critical integration and understanding of AI in their professional practice.

I would like to express my greatest appreciation to all the participants in this study. Without their willing corporation, this dissertation could not have been done. I also wish to extend my thanks to all of my former and current students whose curiosity and excitement in learning Japanese have kept me wanting to improve my everyday teaching practices.

This research aims at investigating the perceptions of EFL undergraduate students from a Brazilian federal university taking a writing course in relation to written feedback received during their classes. The analysis focused on identifying which feedback types students received on their papers, and what feedback characteristics they found more valuable as what types of feedback students prefer to receive and their feelings and beliefs about receiving feedback. To this aim, 24 written papers and 12 grading sheets were analyzed to catalog the feedback types given during the semester. To obtain students' perceptions, a questionnaire with 13 open questions was applied. The data is discussed in the light of research in the field Ferris (

This study, aimed at investigating the relationship among EFL university students&#39; epistemic beliefs, apprehension, learning strategies, and writing achievement, was conducted in one of Indonesian state universities. There were 99 EFL undergraduate students who were taking essay writing class participating in the study. The students&#39; responses to EFL epistemic beliefs, writing apprehension, and writing strategies questionnaires are explored via partial least square. It was concluded that the contribution of epistemic beliefs and writing strategies showed positive correlations with writing achievement and writing apprehension had negatively low correlation with writing achievement. Further, practical and theoretical implications were depicted for EFL writing learning and teaching, followed by statements of limitation.

O processo de aplicação da matemática nem sempre consiste em pegar numa sua teoria e aplicá-la num determinado domínio ou problema. O que acontece muitas vezes é não existir a matemática requerida e nesse caso nova matemática emerge como resultado da aplicação. Um exemplo disso é a criação, no século XVII, da teoria das evolutas de Huygens, que surge na sequência dos seus estudos sobre o pêndulo e aparece no tratado Horologium Oscillatorium (1673). O problema da determinação da longitude, associado à medição exata do tempo, fez com que Huygens se interessasse pela construção e pelo aperfeiçoamento dos relógios, levando-o à construção do relógio de pêndulo. O pêndulo circular, não sendo isócrono, conduziu-o ao problema da tautócrona, que consiste em encontrar a curva ao longo da qual um corpo sem velocidade inicial e apenas sujeito à força da gravidade chega ao ponto mais baixo sempre no mesmo intervalo de tempo, independentemente do seu ponto de partida. Huygens descobre e demonstra por processos geométricos que a cicloide invertida é tautócrona, mas pêndulo para que a sua massa descreva uma cicloide? A resposta seria dada resolvendo outra questão matemática: encontrar a curva cuja tangente em cada ponto é normal a uma dada cicloide, isto é, encontrar a evoluta da cicloide. Mais uma vez, por processos geométricos, Huygens consegue demonstrar que a evoluta da cicloide é outra cicloide, sendo-lhe construir o pêndulo isócrono. A partir da invenção do cálculo diferencial por Newton e Leibniz, este último discípulo de Huygens, os problemas de mecânica começam a ser resolvidos usando equações diferenciais. Em 1690, Jacob Bernoulli demonstrou novamente que a cicloide é tautócrona estabelecendo uma equação diferencial para essa curva e resolvendo-a. Neste artigo, recorrendo à matemática dos nossos dias, apresentaremos a resolução analítica do problema da tautócrona e a determinação da evoluta da cicloide invertida, os dois resultados que permitiram a Huygens a construção do relógio de pêndulo isócrono.

Creative writing has proven effective at all levels of education and has recently emerged as a dynamic approach to language teaching. This study presents a literature review that examines the application of creative writing to foreign language learning over the last 15 years (2009-2024). By encouraging imagination, selfexpression and emotional engagement, the innovative writing enables learners to explore the language in depth, improving grammatical accuracy, lexical variety and communicative competence. Findings suggest that the approach motivates learners to experiment with language and develop authentic writing skills, making the process both enjoyable and effective. The review synthesises evidence from different studies to show how creative writing improves learners' writing techniques, pronunciation and overall motivation. The term Creative Writing Approach to Foreign Language refers to an experiential writing experience that can actively motivate foreign language learners to manipulate language, express themselves and become 'potential writers' in the foreign language through personal experimentation, self-expression and writing techniques.

Faculty teaching both onsite and online courses have unique insights into how each modality can be implemented to be most effective for student learning. In their online classes where students might be more likely to struggle, these faculty are continually looking for methods and strategies to help their students learn the material more effectively. A survey was conducted with 174 faculty that teach both onsite and online to gather ideas on why online courses often have lower success than onsite courses. While overall results of this survey are provided in -Faculty Perspectives on Narrowing the Success Gap Between Online and Onsite Learning‖ , this study leverages the free responses provided in the survey where faculty provided details on their specific strategies to help their online students. These strategies touched on nearly every aspect of online instruction, including course design, resources for students, student characteristics, teaching strategies, student engagement, and assessments. By sharing these strategies, other faculty can consider what might be impactful for their online classes and students, study the impact and continue to improve online education worldwide.

The main problem faced by English teachers in the current English as a Second Language (ESL) writing classroom was a lack of strategies to support the process of teaching and learning writing that would help to enhance the content quality of pupils' writing performance. Additionally, primary pupils were found to face difficulties with getting started in writing. Peer feedback is an important tool for encouraging and consolidating learning. A quasi-experimental research study was implemented to investigate the effectiveness of an online peer-feedback strategy using Edmodo at the pre-writing stage to improve pupils' writing performance. A writing pre-test and post-test were administered to 36 Primary 4 respondents from a Chinese-vernacular school in a state in southern Malaysia to reveal their writing test scores before and after the intervention. Documents such as pre-test and post-test writing excerpts and Peer-Modo feedback comments were analyzed to corroborate the quantitative findings of the test scores. The results of the mean scores of the pre-test and post-test showed that there was significant improvement in pupils' writing ability. The document analysis reflected significant improvements in terms of the content quality of their writing after conducting Peer-Modo feedback. Consequently, online peer feedback strategies should be taken into consideration in the teaching of writing in the ESL classroom.

This study sought the effects of the clustering prewriting strategy for improving English narrative writing of Turkish speaking students and their attitudes towards writing. 47 first year university students in Turkey were involved in the research. A quasi-experimental research design was used. Data were obtained by means of, open-ended questions, compositions and the attitude scale. Diverse statistical tests were capitalized on, such as, mean, standard deviation, t-test and factor analysis to determine the construct validity. A descriptive analysis was used to analyse the students response to open ended questions. A significant difference between the two groups was found in favor of the experimental group; however, there were no gains in vocabulary. The findings may have implications for English learners, teachers, researchers and material developers.

In this paper I analyze some e xamp les of collaborative writing in Po rtuguese,as a mother tongue,resulting in the production of a school newspaper characterized by me as ahybrid text genre. In other words, I investigate the mixing of genres in school andnon-school environmentsresulting from the process of writing in the classroom setting. The name 'hybrid text genre' is justified by the fact it appearssemioticallysimilar to other textgenres that are familiar to the indiv iduals who took part in the process described here. These genres are formed in part by literacy events that take place in students' everyday life in different social contexts. In terms of educational planning, the analysis of data shows that one can hardly predict when a text genre willshow similarities to others and that this is triggeredby the actions of the inu merousindividuals in the co mplex classroom environment, resulting in new usage and reflection about writing. This experience can trigger innovation in the teaching of a mother tongue.

intermediate EFL learners studying in a language centre in Iran participated in this study and they were randomly assigned to two groups (control and experimental). To make sure of the initial comparability of the two groups, they had a writing test and the TEIQue-ASF was administered prior to the experiment. Then, learners of the experimental group went through emotional activities and those in the control group were taught under the ordinary approaches that did not place any emphasis on the emotional content or words.

The purpose of this paper is to reveal the impact of cultural exchange on Japanese advertising discourse construction perpetuated through the idea of prestige . This phenomenon can be explained through the concept of mukokuseki (Jap . 無国籍) 'lack of nationality', a term which encompasses the idea of transculturality in Asia . In the context of globalization, erasing the identity or any sort of national mark enhances the absorption and integration of foreign elements and leads to reconsidering aesthetic communication . Japanese advertising discourse is based more on emotional reactions rather than cognitive ones, and this can be noticed through the extensive use of kawaii 'cute' symbolism . Considering that the idea encompassed by the concept of "cute" is present in any culture, and its effects are more or less the same, by freeing it from any cultural or societal restraints (mukokuseki), it becomes an intermediary space where traditional, national elements can overlap foreign ones without damaging the essence of the discourse, but on the contrary . Interculturality and inbetweenness manifests not only at the visual level but also at the linguistic level through hybrid language use: the coexistence of gairaigo (loan words) along wago (words deriving from Japanese) and kango (words deriving from Chinese) . According to several studies, gairaigo and wasei-eigo (Japanglish, English words coined in Japan) create a special effect and often serve as euphemisms . Thus, we have selected three Japanese print adverts (displayed between 2000 and 2012) in order to explain the phenomenon by focusing on their sociolinguistic function and their impact on discourse construction . Advertising discourse has surpassed its primary economic function and has come to be a statement of the global world .

This study investigated (1) the challenges encountered by a heterogeneous group of first year undergraduates during a synchronous on-line collaborative writing activity conducted through Google Classroom using Google Docs and (2) their perceptions of the pedagogical approach. Five sub-groups of undergraduates participated in the study, and their written transcripts were analysed for patterns of interaction in terms of equality and mutuality based on the Taxonomy of Writing Change Functions and Scaffolding Strategies (Li and Zhu, 2017). Data on learner perceptions were analysed for underlying themes. The findings, which were interpreted from the perspective of the Complex Dynamic Systems Theory, revealed that synchronous on-line collaboration is complex and challenging due to the dynamic patterns of interaction. This study concludes that Google Docs is a useful pedagogical tool and could be used for second language writing development despite the challenges. However, in transferring ...

Universiteiten in de hele wereld zijn doordrongen van het feit dat studenten een goed mondje Engels moeten kunnen spreken en bieden daarom bijna standaard een Engels programma. Dat gaat niet altijd vlekkeloos: weinig gemotiveerde studenten met verschillende niveaus samengepakt in grote groepen met docenten die zelf de doeltaal niet goed beheersen en in plaats van effectief communicatief taalonderwijs te verzorgen grammaticaregels uitleggen. Zo ook aan de Universiteit van Sri Jayewardenepura in Sri Lanka waar Mufeeda Irshad heeft onderzocht of het niet beter kan met computer en een Dynamic Usage-Based (DUB) aanpak. Steekwoorden zijn frequente input, herhaling, en een betekenisvolle context en het zo op een holistische manier aanbieden van een tweede taal, zonder daarbij expliciet grammaticaonderwijs in te hoeven zetten (Verspoor & Hong 2013). 216 eerstejaars studenten deden mee aan het onderzoek, verdeeld over drie verschillende condities: een groep die een nieuw ontworpen DUB comput...