In this study the author draws on Jane Willis’ TBL framework and examines its effects on the improvement of EFL learners’ writing competence when such a framework is applied to college writing classrooms in Chinese EFL settings, and thus tentatively explores the feasibility of the task-based approach to the teaching of EFL writing. Results of this study are derived from discussion concerned wit...

Teaching ESL/EFL Reading and Writing by Paul Nation is written for in-service and future teachers who want to learn more about encouraging their students’ development of reading and writing skills in classrooms of English as a second language (ESL) or English as a foreign language (EFL). It has been conceived and used as a textbook for undergraduate and graduate courses of teaching methods. It ...

This study aimed at investigating the effect of using wikis to develop prospective English as a Foreign Language (EFL) teachers' writing performance. The participants were fourth year prospective EFL teachers at Suez Faculty of Education in Egypt. Thirty prospective EFL teachers participated in each of the experimental and control groups. Both groups were pre-tested by using the Writing Perform...

Web 2.0 technologies are increasing in popularity, offering huge possibilities, but also bringing new challenges to language learning classes. In the context of ESL and EFL teaching and learning Web 2.0 technologies, specifically blogs and wikis can be used for teaching collaborative process writing. This study investigates previous research on the use of blogs and wikis as tools for collaborat...

English as Foreign Language (EFL) students face additional difficulties for academic writing largely due to their level of language competency. An appropriate structural process of writing can help students develop their academic writing skills. This study explored the use of the e-readers to facilitate EFL students' process-based academic writing. The experiment was conducted in the graduate l...

As most traditional classroom environments in English as Foreign Language (EFL) still restrict learners’ collaboration and interaction in college writing classes, today, the majority of EFL learners are accessing Social Networking Sites (SNSs) as online communities of practice (CoPs) for adopting informal collaborative learning as a way of practicing English beyond the classroom. This study aim...