The present study sought to investigate the effect of Critical Language Awareness (CLA) on upper-intermediate EFL learners’ writing ability. Thirty-two EFL learners were selected based on their scores on a placement test and were randomly assigned to control and experimental groups. In addition to the placement test, a five-paragraph essay writing test was administered to assess the partici...

  This study investigated the effect of gender and type of written corrective feedback (WCF) on Iranian pre-intermediate EFL learners’ writing. Four intact classes were assigned to experimental and two intact classes to control groups. The learners were homogenized using a pre-test which was followed by sixteen sessions lasting one hour and forty five minutes. After receiving instruction on how...

This study aimed to investigate the impact of teaching developmental grammatical errors on translator trainees’ L2 paragraph writing ability. After administration of Oxford Placement Test (OPT), 40 out of 100 undergraduate translator trainees were selected from the Islamic Azad University of Tonekabon branch. Further, the participants were divided into an experimental and a control groups...

ii Dedicated to my parents Subhra and Utpal Datta iii ACKNOWLEDGMENTS I would like to begin by acknowledging my thesis advisor Prof. Erica W. Carlson for offering me an opportunity to pursue a doctoral degree under her guidance and for suggesting the thesis problem. Her constant mentoring and support, throughout my doctoral work, has helped me to organize my thought process, sharpen my research...

The difficulty of assessing the writing skill is well known. Different testing facets seem to affect the result of assessing the writing skill. In addition to the writer’s ability, the topic of the writing task, and methods of rating may contribute to the writer’s score. In this study, 50 EFL learners wrote four different types of writing tasks (convincing, describing, instructing, and explaini...