The marked shift in writing instruction from a focus on writing as a set of separate, sequential tasks to a focus on writing as a holistic gestalt prompted the empirical study reported in this paper. We sought to determine whether any prerequisite relationships existed between five analytical components of ESL composition, namely content, organization, vocabulary, language use, and mechanics. O...

The purpose of this research was to analyze EFL writing tasks in the most popular ESOL (English for Speakers of Other Languages) exam preparation courses in Iran: IELTS, TOEFL, FCE and CAE. Having collected the criteria of writing task appropriateness in light of the process-oriented approach to writing instruction, 114 learner participants were asked to rate EFL writing tasks based on a checkl...

Several studies have revealed the importance of executive functioning processes for school learning. However, research examining which specific executive functions (EFs) can influence written expression is scarce. This work aimed at i) analyzing the relationship between different EF tasks and different writing tasks (writing a narrative text vs. writing an expository text) and ii) studying whic...

Several studies have revealed the importance of executive functioning processes for school learning. However, research examining which specific executive functions (EFs) can influence written expression is scarce. This work aimed at i) analyzing the relationship between different EF tasks and different writing tasks (writing a narrative text vs. writing an expository text) and ii) studying whic...

Writing research has typically focussed on the text production elements of writing. Many everyday writing tasks, however, cannot be characterised simply in terms of text production since they often involve the use of source materials to support the composition process. As such, these tasks are better thought of as hybrid tasks. Such hybrid tasks have been given relatively little attention in th...

This study investigated the use of three online referencing tools on translation and writing performance of twenty-two college students. The referencing tools included a bilingual concordancer, a bilingual collocation tool and a bilingual dictionary. An offline writing task was given before and after four online tasks in order to know the impact of online exercises on the learners’ written prod...

The practice of ‘writing to learn’ has been propounded as fast-tracking the dynamic process of noticing problems in L2 writing. However, a marked melioration in learners’ attempted output requires a form of corrective feedback, among which modeling has proven to bear vigorous input enhancement effects. The present study attempted to inspect what EFL learners notice throughout their own output a...