The current study aimed to develop a Formative Assessment of Writing (FAoW) instrument through operationalizing Black and Wiliam’s (2009) Formative Assessment (FA) and Hattie and Timperley’s (2007) feedback model. Following intuitive approach of scale construction (Hase & Goldberg, 1967), a comprehensive review of the literature was undertaken, and 30 Likert scale items were devised.  The items...

the effect of motivational self-regulatory strategies on l2 learners’ achievement has scarcely been examined within the context of our country, iran. this study is concerned with examining the relationship between motivational self-regulatory strategies and their l2 reading and l2 writing achievement. it also explores the relationship of motivational self-regulatory strategies and use of langua...

Researchers and scholars have been attracted by the idea of using integrated writing task along with independent writing task to best assess the EFL learners’ writing competence. This study was conducted to compare the writing performance of EFL students in integrated and independent writing tasks. It also aimed to find out if writing performance varies with task types. A number of thirty Irani...

With the availability of Web 2.0 technologies, blogs have become useful and attractive tools for teachers of English as a Foreign Language (EFL) in their writing classes. Learners do not need to understand HTML in order to construct blogs, and the appearance and content can be facilitated via the use of photos, music, and video files (Vurdien, 2013). To provide an authentic and motivating writi...

While previous discussions on plagiarism in ESL/EFL contexts have served to inform researchers and educators how differences in cultural and ideological backgrounds can influence people’s understanding of textual appropriation and literacy, little has been discussed as to how inexperienced ESL/EFL writers can be helped to avoid plagiarism. The present study analyzes 10 North-American college we...

Researchers and scholars have been attracted by the idea of using integrated writing task along with independent writing task to best assess the EFL learners’ writing competence. This study was conducted to compare the writing performance of EFL students in integrated and independent writing tasks. It also aimed to find out if writing performance varies with task types. A number of thirty Irani...

the present study explored the intensity level of authorial voice in relation to the quality of argumentative writing. 42 undergraduate learners of english as a foreign language (36 girls and 6 boys) spent 45 minutes to individually complete in-class position-taking writing tasks for three weeks. their overall academic writing quality scores assigned based on portfolio assessment were studied i...

abstractthe interference of the native language in acquiring a foreign language is unavoidable. in an attempt to explore the phenomenon why this occurs, the study was conducted in english as a foreign language writing. the study also investigated how the native language interference occurred in the writing process. in fact, this qualitative study explored the reasons and the process of native l...

abstract the present study was an attempt to investigate the relationship between efl learners’ anxiety and writing complexity. for the purpose of the study, 70 female learners, between 17 and 24 years old (mean=20) from najm language school in tehran participated in the study. the participants’ level of anxiety was measured using horwitz, horwitz, and cope’s anxiety questionnaire (1986) and th...

Critical literacy is widely practiced in classrooms in many countries and across levels of education. Research that explores critical literacy in English as a second language (ESL) and English as a foreign language (EFL) classrooms, however, remains scarce. The few studies that do exist focus on development of critical literacy without explicit attention to development of language skills (see, ...