One of the essential factors strongly supported university EFL learners’ academic writing skills development is critical thinking. With supports thinking skills, learners will be capable synthesizing, analyze, and evaluate their ideas to written effectively in products. This present small-scale qualitative study was conducted with support content analysis obtain clearer data based on specific p...

Research on EFL doctoral thesis writing is booming. The literature indicates a link between and identity formation. Despite the call for scholarly attention writers, writers of theses in English as Foreign language (EFL) settings have not been well represented previous studies. Moreover, although writer has proposed consisting four aspects, most research mainly adopted corpus approach to discus...

For doctoral students, publishing in peer-reviewed journals is a task many face with anxiety and trepidation. The world of publishing, from choosing a journal, negotiating with editors and navigating reviewers’ responses is a bewildering place. Looking in from the outside, it seems that successful and productive academic writers have knowledge that is inaccessible to novice scholars. While ther...

As arecognized psychological construct, anxietyplays aninfluential role in the invaluable experience of learning English as a Foreign Language (EFL). This affective factor has appealed lots of researchersinto examination of anxiety levels and severityin a wide variety of academic and nonacademic contexts since the last three decades; however there are several unexplored EFL settings overlooked ...

ABSTRACf: Student petitions for alternative demonstrations of competency in academic writing led to the investigation of the use of"mediated texts" as a classroom practice which meets the requirements of "accommodation" as defined by the Americans with Disabilities Act (ADA). This paper defines mediated texts, describes case studies which use these texts with deaf college students who are basic...

Studies on multi-stage writing tasks with adults and children have shown that model texts task repetition aid language acquisition, especially when learners work in collaboration. However, these studies not included measures of motivation, which is vital young (YLs) could help develop a more comprehensive understanding effectiveness. The present study analyses motivation 24 EFL YLs pairs during...

Much of the literature concerning participant relationships in academic writing has discussed features that project the stance, identity, or credibility of the writer, rather than examining how writers engage with readers. In contrast, this article focuses on strategies that presuppose the active role of addressees, examining six key ways that writers seek explicitly to establish the presence o...

This paper presents findings of a study of recognition vocabulary knowledge as a predictor of written Academic English Proficiency (AEP) and overall Academic Achievement in an English medium higher education program in an English-as-a-Foreign-Language (EFL) context. Vocabulary knowledge was measured using a Timed YES/NO (TYN) test. AEP was assessed using an academic writing test based on IELTS....