writing has long been perceived as a core academic literacy skill necessary for students studying in American universities to achieve academic success, yet limited research has been conducted with regards to the actual summary writing tasks that L2 writers encounter across the curriculum. To fill in this gap, this qualitative study examined the summary writing experiences and practices of a gro...

This paper describes a resource-rich toolkit that assists EFL writers take a discoverybased approach to writing accurate and fluent English. The system helps learners identify lexico-grammatical errors by matching patterns gleaned from a very large corpus of learners’ texts. Users are guided to appropriate language patterns as they write and revise through online declarative and procedural reso...

The Spanish writing system has consistent grapheme-to-phoneme correspondences (GPC), rendering it more transparent than English. We compared first-language (L1) orthographic transparency on how monolingual Englishand Spanish-readers learned a novel writing system with a 1:1 (LT) and a 1:2 (LO) GPC. Our dependent variables were learning time, decoding, and vocabulary. We found a main effect for ...

the purpose of the present study was to explore the effectiveness of raising iranian learners’ pragmatic awareness of intercultural rhetoric in enhancing their l2 writing ability, as well as their written complexity and accuracy. to this end, two 25-member groups of efl learners who were taking basic writing course at islamic azad university, roudehen branch, were selected based on their perfor...

This small-scale case study explores the challenges and potential benefits of a wiki for students and teachers in a primary-five English-language class in Hong Kong. The study examined how the wiki’s key affordances might help in scaffolding students during their collaborative writing projects. The study found that the use of a wiki in a class of primary-five students in a Chinese primary schoo...

In an article published in System Vol. 40 Andrew Sampson (2012) made several claims regarding the positive effect of “coding” or “marking” of second language writing errors and how the use of said coding can have a positive effect on the number of errors appearing in L2 writers’ subsequent writings. However, upon closer examination of the article’s methodology, we feel such a claim regarding th...

Critical pedagogy is regarded as an exhaustive system of learning through which learners' critical consciousness, self-regulation and autonomy, individuality, and learning achievements are promoted. Therefore, 60 Iranian upper- intermediate EFL learners (both male and female) from among 75 students based on their OPT test scores were selected. These participants were divided into a control grou...

The present study compared the effect of cooperative group feedback and cooperative group writing techniques in writing classes. Accordingly, 90 male and female intermediate English language learners sat for a sample piloted Preliminary English Test and 60 who scored one standard deviation above and below the mean were selected as the main participants. Both groups were taught the same course b...

This study analyses specific written discourse productio n in which NNSs’ usage of E nglish tenses and voice appears to be dramatically different from that of NSs. The data for the study narrowly focuses on a small number of verb phrase features, such as tenses, aspects and the passive voice, examining how they are presented in writing instruction texts and identifying areas of L2 learning in n...