Recent findings have provided growing evidence in support of process-genre-oriented writing pedagogy. However, these types approaches tended to place form-focused instruction (FFI) the background, particularly explicit teaching grammar (i.e., isolated FFI). As such, limited improvement accuracy was reported by recent studies. It is, therefore, important look into how FFI might further improve t...

This paper aims to develop a writing robot by recognizing the speech signal from the user. The robot arm constructed mainly for the disabled people who can’t perform writing on their own. Here, dynamic time warping (DTW) algorithm is used to recognize the speech signal from the user. The action performed by the robot arm in the environment is done by reducing the redundancy which frequently fac...

One skill that student teachers need to develop during their academic studies is the capacity to produce accurate and well-organized texts. This study reports on the comparative impact of metalinguistic feedback (MLF), teacher interactive feedback (TIF(, and the peer-feedback (PF) on the accuracy and organization of postgraduate ELT student teachers’ writing. The participants were 57 postgradua...

Two experiments are reported with the aim of determining the effect of pen shape and size on two different types of task: drawing and writing. Experiment 1 attempted to determine the optimum shape and size of shank for ball-point pens used to perform an accurate drawing task. Twenty-seven participants used a total of nine different pens. Drawing performance was measured by having the subjects f...

This study compared the effects of teacher-provided direct and indirect written corrective feedback and manipulation of resource-directing dimensions of task cognitive complexity along +/- Here and Now condition on the grammatical accuracy of Iranian intermediate EFL learners’ narrative writing tasks. There were 45 participants in the study who were randomly assigned to three experimental group...