This paper explores the ways in which the transfer of assumptions from first language (L1) writing can help the process of writing in second language (L2). In learning second language writing skills, learners have two primary sources from which they construct a second language system: knowledge and skills from first language and input from second language. To investigate the relative impact of ...

Recently, wikis have been claimed to facilitate collaborative-writing projects and bring positive impact on student learning. While most previous exploratory studies conducted in L2 classrooms focused on students’ perceptions and their collaborative process, students’ produced texts have seldom been carefully examined from linguistic perspectives. To aim towards a more comprehensive understandi...

the objectives of this study were (a) to examine the writing performance of l2 learners on the level-specific tasks based on common european framework of reference (cefr) and (b) to investigate whether there was any difference between the students' self-assessed level of writing and the writing level reported by the raters. this study was conducted with 138 iranian students at ba and ma levels ...

This study investigated the quality of metacognition at its inter-individual level, i.e., socially-shared metacognition, across two collaborative writing tasks of different difficulty levels among a cohort of Iranian EFL learners.  Moreover, it examined the correlation between the individual and the social modes of metacognition in writing.  The analysis of think-aloud protocols of a number of ...

This paper provides evidence that the second language orthographic input affects the mental representations of L2 phonology in instructed beginner L2 learners. Previous research has shown that orthographic representations affect monolinguals’ performance in phonological awareness tasks; in instructed L2 learners such representations could also affect pronunciation. This study looked at the phon...

Spanish undergraduates of English Studies are required to submit their essays in academic English, a genre which most of them are not acquainted with. This paper aims to explore the extralinguistic side of second language (L2) academic writing, more specifically, the combination of metalinguistic items (e.g. transition and frame markers, among others) with students' writing strategies when comp...

The increasing dominance of English has elevated the need to develop an ability to effectively communicate in writing, and this has put a strain on second language education programs worldwide. Faced with timeconsuming and copious commenting on student drafts and inspired by the promise of computerized writing assessment, many "educational technology enthusiasts are looking to A WE [automated w...

Effective writing skills are essential for second language (L2) learners to achieve. To assist these learners, teachers provide methods improve their in writing, and one of the is written corrective feedback. Despite applying feedback, L2 still face challenges developing skills, especially skill produce linguistically accurate writing. Written feedback a form that commonly employed pedagogicall...