This study examined the effects of an innovative comprehensive writing program in upper primary education on students’ writing performance and on teachers ́ classroom practices, beliefs and skills. The program focused on the communicative nature of writing, on writing as a process, and on explicit teaching of five genre-specific writing strategies. It was implemented by 43 teachers in their regu...

the present study-both qualitative and quantitative--explored fifty efl learners’ preferences for receiving error feedback on different grammatical units as well as their beliefs about teacher feedback strategies. the study also examined the effect of the students’ level of writing ability on their views about the importance of teacher feedback on different error types. data was gathered throug...

This study investigated the quality of metacognition at its inter-individual level, i.e., socially-shared metacognition, across two collaborative writing tasks of different difficulty levels among a cohort of Iranian EFL learners.  Moreover, it examined the correlation between the individual and the social modes of metacognition in writing.  The analysis of think-aloud protocols of a number of ...

Argument maps as schematic representations of arguments and their logical and evidential relationships are effective diagrams for instruction in education as well as in L2 development. However, their use for teaching L2 writing in EFL contexts has not been adequately studied. Therefore, this study investigated the effect of argument mapping instruction on Iranian EFL learners’ writing achieveme...

Nowadays, university students suffer from a broad range of problems, such as educational underachievement or the inability to control themselves, that lead to procrastination as a consequence. The present research aimed at analyzing the determinants of decisional procrastination among undergraduate students and at assessing a path model in which self regulated learning strategies mediated the r...

This study aims to examine the strategies utilized by eleven postgraduate students in an EFL university context in their attempts to acquire the textual practices of their discipline. First- and second-year MA students, one Ph.D. student as well as individuals who had completed their MA programs in TEFL took part in interviews in order to elicit the strategies they used when they endeavored to ...