The Research was aimed at finding out the effects of the implementation of writing feedback techniques and students’ writing anxiety on students’ writing ablity. Experimental method of 3x2 factorial design was employed in the research. There were three experimental groups of students who were taught by using teacher feedback, peer feedback and the combination of peer and teacher feedback writin...

This article discusses metaphor annotation in a corpus of argumentative essays written by test-takers during a standardized examination for graduate school admission. The quality of argumentation being the focus of the project, we developed a metaphor annotation protocol that targets metaphors that are relevant for the writer’s arguments. The reliability of the protocol is κ=0.58, on a set of 1...

Argument mining aims to determine the argumentative structure of texts. Although it is said to be crucial for future applications such as writing support systems, the benefit of its output has rarely been evaluated. This paper puts the analysis of the output into the focus. In particular, we investigate to what extent the mined structure can be leveraged to assess the argumentation quality of p...

recent versions of international high-stakes tests like toefl and ielts have made use of integrated tasks in addition to the traditional independent tasks in a claim to provide a more realistic estimation of the test takers’ language abilities. the present study aimed to investigate how test takers’ performance may differ on such tasks. as such, the test takers’ performance was compared on ielt...

The Research was aimed at finding out the effects of the implementation of writing feedback techniques and students’ writing anxiety on students’ writing ablity. Experimental method of 3x2 factorial design was employed in the research. There were three experimental groups of students who were taught by using teacher feedback, peer feedback and the combination of peer and teacher feedback writin...

This study investigates how a group of advanced-low level American undergraduate students constructs their voice as they learn to write Chinese argumentative essays in an intensive study-abroad program. We collected students’ written essays as well as the sample essays used by the instructor to teach Chinese argumentative writing. We analyzed students’ representation of voice in their essays an...

This paper presents a first step towards the automatic generation of argumentative responses to accompany the corrections proposed by a correction and writing-aid system. This system focuses on pairs of languages (e.g. French speakers writing in English), and incorporates a strong didactic orientation. We show how, in case several corrections are available, error annotations can be used to desi...

Cognitive and metacognitive strategies have been researched to find an effective strategy in teaching writing. However, little attention has given investigate what is on the students’ minds while applying those writing process. This descriptive qualitative study aims process of cognitive by EFL students performing argumentative essays. Three university English Department taking Essay Writing su...

This study examined the effect of electronic outlining on the quality of students’ writing products and how outlining affects perceived mental effort during the writing task. Additionally, it was studied how students appropriate and appreciate an outline tool and whether they need explicit instruction in order to engage in planning. To answer these questions, the writing products and self-repor...

Academic writing ability is an important goal that learners of English as a Second Language (ESL) or English as a Foreign Language (EFL) try to attain. While ESL students’ academic writings have been widely explored, owing to few studies investigating appraisal resources in EFL students’ argumentative writing, the gap still exists about EFL students’ academic writing. This study aimed to see ho...