Yang, Li Francoise Liu, Yanhong Xu, Zhiqing
Published in
Frontiers in Psychology
The current study examines the effect of teacher feedback on fostering self-regulated English-as-a-foreign-language (EFL) writers. Adopting a quasi-experimental design, this study was conducted among seventy students from two parallel intact English writing classes at the tertiary level. While conventional feedback at the level of task was used in ...
Lee, Shu-Ping Chang, Shujen Lee Su, Hui-Kai Cui, Zhen-Yang Lee, Shin-Da
Published in
Frontiers in Psychology
Sleep quality, personality, and cognitive load potentially increase second language writing (SLW) anxiety and subsequently affect SLW achievement. This study investigates the predictions of sleep quality, personality (social inhibition/ negative affectivity), and cognitive load (content/ computer) toward SLW anxiety and achievement in a computer-ba...
Liu, Ping Zhang, Yao Liu, Dilin
Published in
Frontiers in Psychology
This research investigates Chinese EFL students’ flow experience in academic writing and its effect on students’ writing performance. The research consists of two studies: (1) a preliminary study involving a survey of 162 college students immediately after their completion of a short English essay to examine whether and how intensely they experienc...
Wind, Attila M. Zólyomi, Anna
Published in
Language Learning in Higher Education
Although several studies have investigated the self-assessment (SA) of writing skills, most research has adopted a cross-sectional research design. Consequently, our knowledge about the longitudinal development of SA is limited. This study investigated whether SA instruction leads to improvement in SA accuracy and in second language (L2) writing. A...
Zhou, Jieyu Lü, Chan
Published in
Frontiers in Psychology
Syntactic complexity, as one aspect of the Complexity, Accuracy and Fluency (CAF) model, is integral to the writing ability of second language (L2) learners. Previous research found that T-unit-based measures of syntactic complexity in writing tasks of English as a second language (ESL) learners increased with more instruction, yet it remains uncle...
Choi, Lee Jin
Published in
Sustainable Multilingualism
The increasing number of international students enrolled in higher education in English-speaking countries has presented the growing need to support their academic writing development. It, however, has often led to the hasty assumption that English language learner (ELL) writers need to quickly adopt the dominant academic writing conventions in ord...
Hu, Xiaohong Zheng, Xinmin
Published in
Frontiers in Education
Voegelin, Cristina Keller, Stefan Daniel
This experimental study investigated pre-service and experienced teachers’ formative feedback responding to upper-secondary English as a Second Language (ESL) argumentative essays. It examined differences in feedback quality and linguistic features regarding teaching experience and text quality (high/low). We developed holistic criteria of effectiv...
Smirnova, Elizaveta Strinyuk, Svetlana
Published in
Journal of English as a Lingua Franca
The fact that English has become a lingua franca of academic communication has led to increased attention to teaching English for academic purposes (EAP) at the academia. Academic discourse markers, such as hedges, have been an important topic in academic writing research whose prime aim is helping non-Anglophone researchers to present their resear...
Larsson Lindberg, Britta
The overall aim of the present study is to develop knowledge of Swedish students’ writing in English, and how teaching of a specific kind of writing can be designed and enacted. The study focuses on what the students need to discern in order to develop a more differentiated knowledge of how to adapt a message to an unknown receiver—in this case a m...
