a number of pedagogical arguments support self- and peer-assessment in language classrooms to improve the quality of learning by students’ involvement in the final judgments of one’s work. considering editing as a method of communicative testing of writing, this study aimed at finding out whether self- and peer-editing of assignments could result in the improvement in iranian efl students’ writ...

This paper reports on a 1-year longitudinal study that aimed at investigating the relationship between intermediate EFL learners’ development of reading and writing proficiency while delineating a range of linguistic features present in a set of 30 reading comprehension texts and 350 written essays. Data (reading comprehension exam scores and written essays) were collected from a junior high sc...

Paraphrasing is an important aspect of language competence; however, EFL learners have long had difficulty paraphrasing in their writing owing to their limited language proficiency. Therefore, automatic paraphrase suggestion systems can be useful for writers. In this paper, we present PREFER 1 , a paraphrase reference tool for helping language learners improve their writing skills. In this pape...

This study’s purpose is to seek out methods of improving reading and writing for EFL learners. This one-year study focuses on an enhanced design of extensive reading (ER) towards improving learners’ writing abilities. Preand posttests used the Jacobs, Zingraf, Wormoth, Hartfield, and Hughey (1981) measurement of writing, including content, organization, vocabulary, language use, and mechanics. ...

This study investigates research writing anxiety and self-efficacy beliefs among English-as-a-Foreign-Language (EFL) graduate students in engineering-related fields. The relationship between the two writing affective constructs was examined and students’ perspectives on research writing anxiety were also explored. A total of 218 survey responses from engineering graduate students at Taiwanese u...

This study investigates the benefits of e-collaborative and collaborative writing tasks on the perception of Iranian EFL learners in a process-oriented approach. The study involved 74 intermediate Iranian EFL students at Islamic Azad University, Isfahan Branch. They were divided into three groups by random assignment as two experimental groups and one control group. The experimental groups were...

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This study aimed to analyze EFL learners’ writings. It focused on portraying the most dominant grammatical and lexical errors in writing. also explored challenges alternative solutions from students’ perspectives. A qualitative approach terms of descriptive design was applied this study. The participants were thirty sophomores four different faculties a private university that selected usin...

There has been vast evidence to support the potential of electronic portfolios (e-portfolio) as tools for enhancing reflective thinking and professional development of student teachers. However, no study has been carried out to specifically determine English as a Foreign Language (EFL) student teachers’ perceptions on the role of eportfolios in their professional development. Therefore, this de...

Abstract This study was intended to compare collaborative and individual task planning effects on Iranian EFL learners’ writing performance. Therefore, a group of 90 upper intermediate EFL learners were placed in three groups of Collaborative Task planning, Individual Task planning, and Control. In the experimental groups, participants were asked to do task planning collaboratively and individu...