My-side bias is the tendency to ignore or exclude evidence against one’s position. The present study investigated ways of encouraging students to reduce my-side bias and generate more counterarguments in writing argumentative essays. Fifth-grade students (N=90) from elementary school in Japan wrote persuasive essays about school rule topics under three different conditions. 1) Strategy conditio...

Cuiqin Xu, Nanjing University Yanren Ding, Nanjing University The advance of computer input log and screen-recording programs over the last two decades has greatly facilitated research into the writing process in real time. Using Inputlog 4.0 and Camtasia 6.0 to record the writing process of 24 Chinese EFL writers in an argumentative task, this study explored L2 writers’ pausing patterns in com...

the present study seeks to introduce and investigate an approach to teaching writing in the efl classroom which draws heavily on the use of formulaic expressions. in contrast to its predecessors, this approach includes both the application of process writing techniques and the teaching of grammar and vocabulary into its syllabus. two groups of 30 efl learners participated in this study. one gro...

This paper presents findings of a study of recognition vocabulary knowledge as a predictor of written Academic English Proficiency (AEP) and overall Academic Achievement in an English medium higher education program in an English-as-a-Foreign-Language (EFL) context. Vocabulary knowledge was measured using a Timed YES/NO (TYN) test. AEP was assessed using an academic writing test based on IELTS....

This study compared 2 main approaches to readability assessment. Thequantitative approach applied idea density based on part of speech tagging andcompared 3 sets of text types (i.e., narrative, expository, and argumentative) withrespect to their ease of reading. The qualitative approach was done throughdeveloping questionnaires measuring intermediate EFL learners’ perceptions oncontent, motivat...

This study focused on comparing the effects 32 students’ argumentative writing qualities when they worked alone or collaborated in pairs and groups explored opinions towards critical thinking across different activities. The students were divided into of four (n=8), (n=16) individuals (n=32). Their papers rated terms content, language use, organization by three raters. research employed rubrics...