the objectives of this study were (a) to examine the writing performance of l2 learners on the level-specific tasks based on common european framework of reference (cefr) and (b) to investigate whether there was any difference between the students' self-assessed level of writing and the writing level reported by the raters. this study was conducted with 138 iranian students at ba and ma levels ...

This paper describes a project that sought to integrate academic literacy skills into an elective intermediate accounting subject. It offers a strategy whereby students are set academic reading and writing tasks through a series of graded published articles, written by faculty members, which were accompanied by questions and other activities to help them understand the text and analyse the acco...

This paper presents a case study of a web-based on-line collaborative academic writing project by students of English as a Foreign Language (EFL) at two Higher Education institutions in the UK. The project aimed to develop the students’ academic writing in English by exploiting the informational and geographical gaps between them. The study outlines the logistical requirements of such a project...

The objectives of this study were (a) to examine the writing performance of L2 learners on the level-specific tasks based on Common European Framework of Reference (CEFR) and (b) to study the likely difference between students' self-assessed level of writing and those reported by raters. The study was conducted with 138 Iranian students at BA and MA levels in Alborz Institute of Higher Educatio...

Lexical sophistication is an important component of writing proficiency. New lexical indices related to range, n-gram frequency, psycholinguistic word information, academic language, polysemy, and hypernymy have yielded new insights into the construct of lexical sophistication and its relationship with second language (L2) acquisition and writing. For example, recent studies have suggested that...

Purpose: To compare the occurrence of altered phonological processes and to use the severity index of phonological disorder to compare speech and writing samples from dyslexic students and students with good academic performance. Methods: Participants were 34 students of both genders from second to fifth grade, with ages between 8 years and 11 years and 11 months, divided into: G1 (17 students ...

connor et al. (2008) mention “specifying textual requirements of genres” (p.12) as one of the reasons which have motivated researchers in the analysis of writing. members of each genre should be able to produce and retrieve these textual requirements appropriately to be considered communicatively proficient. one of the textual requirements of genres is regularities of specific forms and content...