There is insufficient rigorous research examining which features of EFL/ESL learners’ writing can be improved through their awareness/knowledge of collocation. This study, therefore, addressed this issue and examined the effect of this awareness on Iranian EFL learners’ writing performance with respect to the specific features of each writing sub-component (i.e., content, organization, vocabula...

The literature of ELT is perhaps overwhelmed by attempts to enhance learners’ writing through the application of different methodologies. One such methodology is critical discourse analysis which is founded upon stressing not only the decoding of the propositional meaning of a text but also its ideological assumptions. Accordingly, this study was an attempt to investigate the impact of critical...

This research focused on the fluency of writing processes of children with dyslexia, in order to examine the relationship between WM and writing. An experiment was used in which children with dyslexia, and chronological age-matched and reading age-matched children without dyslexia wrote 24 sentences. Sentences with existing words and non-words were used. The results show that there are no diffe...

Previous studies have explored the roles of metacognitive instruction and collaborative writing, separately, in English writing. Little attention has been paid to students’ writing complexity, accuracy, fluency (CAF). The present study aims bridge this gap through investigating integrated performances based on linguistic features CAF. focus was four groups: a collaborative-writing setting (n = ...

This study aimed at examining the main and interaction effects of increased intentional reasoning demands, planning time, and also language learning aptitude on syntactic complexity, accuracy, lexical complexity, and fluency (CALF) of 226 EFL learners’ performance on letter writing tasks. The participants were first randomly assigned to three experimental groups to be given a task with differin...

PURPOSE To characterize the performance of students with reading difficulties in decoding and reading comprehension tasks as well as to investigate the possible correlations between them. METHODS Sixty students (29 girls) from 3rd to 5th grades of public Elementary Schools were evaluated. Thirty students (Research Group - RG), ten from each grade, were nominated by their teachers as presentin...

This paper reviews models of the cognitive processes involved in writing. It sketches their development from an early emphasis on the thinking behind the text and the impact of cognitive overload on this, through more dynamic models emphasizing the interaction between thinking and text production processes, to more recent models emphasizing the constitutive role of text production in the develo...