The critical thinking in English writing skills is among the heated discussions field of second language writing. Grounded Paul & Elder's model and aided by Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV), present study explored non-English majors’ ability through examining development argumentative results shows no significant difference scores between experimental group ...

the implicit rhetorical features of academic writing which has so far eluded a comprehensive systematic characterization have made teaching it a challenging task for a large group of practitioners in academic setting. one such feature of academic writing susceptible to cultural mentalities is metadiscourse marking, which is supposed to be one of the important rhetorical aspects in the writing p...

Accomplishing a communication task in the real world requires ability not only to do per se but also manage aspects of context which it occurs. For this reason, simulations target language use contexts have been incorporated into design communicative tests as way enhancing authenticity assessment performance. Although some contextual factors may increase extraneous cognitive load and distract l...

Writing is a complex task and several computer systems have been developed in order to support writing. Most of these systems, however, are mainly designed with the purpose of supporting the processes of planning, organizing and connecting ideas. In general, these systems help writers to formulate external visual representations of their ideas and connections of the main topics that should be a...

This study investigates the relation between EFL (English as a foreign language) learners’ autonomy, their identity styles, and their writing ability and it aims to show which independent variables have higher predicting power on variances in writing. To this end, 60 Iranian university EFL students at the language center of the researchers’ institution were selected to participate in this study...

This article reports a case study that examined dynamic patterns of interaction that two small groups (Group A and Group B) of ESL students exemplified when they performed two writing tasks: a research proposal (Task 1) and an annotated bibliography (Task 2) in a wiki site. Group A demonstrated a collective pattern in Task 1, but switched to an active–withdrawn pattern in Task 2. In contrast, G...