Though privileges ascribed to various facets of language learning strategy training have long been espoused with regard to varied language skills and components, the role some individual variables such as emotional intelligence might play in this respect seems to have received very scant attention. The researchers in the current study embarked on a probe into the impact of metacognitive strateg...

Argumentative texts have been thoroughly analyzed for their argumentative structure, and recent efforts aim at their automatic classification. This work investigates linguistic properties of argumentative texts and text passages in terms of their semantic clause types. We annotate argumentative texts with Situation Entity (SE) classes, which combine notions from lexical aspect (states, events) ...

     The present study investigated the use of interactive metadiscourse resources (IMRs) in terms of appropriacy during a process- based writing course by applying qualitative and exploratory methods. Moreover, learners' perception was investigated to find out how confident they felt as they were writing and rewriting the drafts. 30 intermediate EFL learners were chosen to participate in this ...

Previous studies have explored the roles of metacognitive instruction and collaborative writing, separately, in English writing. Little attention has been paid to students’ writing complexity, accuracy, fluency (CAF). The present study aims bridge this gap through investigating integrated performances based on linguistic features CAF. focus was four groups: a collaborative-writing setting (n = ...

In Dutch L1 classrooms, style in non-fictional genres is typically taught by means of normative exercises which students are tasked to identify stylistic lapses. Not much known about the effectiveness such when teaching style. Unknown factors include  what kinds shortcomings found students’ writing, and how occurrence certain lapses relates writing quality. The current study empirically ex...