Abstract Academic attribution, the direct acknowledgement of external sources, is investigated in two corpora novice academic English, representing first and second language writing linguistics. The forms uses attribution are analysed a formal-functional framework. There an overall underrepresentation learner corpus. However, have similar proportional distribution integral non-integral but diff...

The lecturer’s dilemma Iain, a psychology lecturer, became interested in the role of writing in his students’ learning for ‘selfish reasons’. When reading his students’ writing, Iain found it difficult to distinguish between their understanding of the subject matter and their expression of ideas and arguments. This problem drove him to investigate how to improve his students’ academic writing a...

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...

In recent years, collocation has been widely acknowledged as an essential characteristic to distinguish native speakers from non-native speakers. Research on academic writing has also shown that collocations are not only common but serve a particularly important discourse function within the academic community. In our study, we propose a machine learning approach to implementing an online collo...