BACKGROUND Teacher feedback on student reflective writing is recommended to improve learners' reflective competence. To be able to improve teacher feedback on reflective writing, it is essential to gain insight into which characteristics of written feedback stimulate students' reflection processes. Therefore, we investigated (1) which characteristics can be distinguished in written feedback com...

Writing is no longer an individual activity but an interactive process through which social abilities of the learners are reinforced. To promote interaction in the writing class, collaboration has been suggested to be advantageous. The present study aimed to examine the impact of practicing in pairs on the writing fluency of Iranian EFL learners. To this end, an OPT test was administered to fem...

This study aimed to discover the insight of error correction by implementing two correction systems on three Iranian university students. The three students were invited to write four in-class essays throughout the semester, in which their verb errors and individual-selected errors were corrected using the Code Correction System and the Individual Correction System. At the end of the study, the...

This study attempted to compare typed and handwritten essays of Iranian EFL students in terms of length, spelling, and grammar. To administer the study, the researchers utilized Alice Touch Typing Tutor software to select 15 upper intermediate students with higher ability to write two essays: one typed and the other handwritten. The students were both males and females between the ages of 22 to...

Standardized tests are hampered by the manual effort required to score student-written essays. In this paper, we show how linear regression can be used to automatically grade essays on standardized tests. We combine simple, shallow features of the essays, such as character length and word length, with part-of-speech patterns. Our combined model gives significant reduction in prediction error. W...