Writing Instruction Research Articles

Integration of Technology in EFL Writing Instruction: A Systematic Review of Insights from SIELE Journal Articles

This systematic review examines the integration of technology in English as a Foreign Language (EFL) writing instruction, focusing on articles published in the SIELE Journal from 2019 to 2024. Utilizing the PRISMA methodology, the study synthesizes findings on the effectiveness of digital tools in enhancing EFL writing skills. The analysis indicates that technology significantly boosts student engagement, writing proficiency, and the quality of feedback provided to learners, making the learning process more interactive and conducive to writing development. However, several challenges impede the full potential of technology integration, such as varying levels of digital literacy among students and educators, inconsistent access to technology and internet, and the need for comprehensive teacher training programs. Addressing these issues is crucial for maximizing the benefits of technology in EFL writing instruction. By overcoming these barriers, educators can better leverage digital tools to improve educational outcomes, equipping students with essential skills for success in an increasingly digital world. This research underscores the transformative role of technology in modern education.

THE IMPORTANCE OF INCLUSIVE EDUCATION IN TEACHING WRITING

Inclusive education focuses on integrating students with a range of abilities and needs into mainstream classrooms, ensuring equal opportunities for academic achievement. This article examines the role of inclusive education in writing instruction, emphasizing strategies that enable all students, irrespective of their challenges, to engage in and benefit from the writing process. It discusses key approaches such as differentiated instruction, assistive technology, Universal Design for Learning (UDL), and collaborative learning, all of which contribute to fostering an inclusive writing environment. Differentiated instruction adapts teaching techniques to meet diverse student needs, while assistive technologies like text-to-speech and speech-to-text support students with disabilities in overcoming writing challenges. UDL provides flexible methods to engage students and offer various ways to express ideas, ensuring writing assignments cater to different learning preferences. Collaborative learning further enhances writing skills by facilitating peer feedback and idea sharing. Drawing on qualitative research, case studies, and educator interviews, this article illustrates how inclusive practices can empower all students to become confident, skilled writers. Although challenges like insufficient resources and the need for continued teacher development remain, the advantages of inclusive writing instruction are evident, creating an environment where all students can excel academically and build essential communication skills.

Genre Analysis of Law Research Article Abstracts and Application in Legal Writing Teaching

Investigating the rhetorical structure of law research article (LRA) abstracts is essential for researchers and instructors in legal writing. Despite their significance in academic discourse, the specific rhetorical strategies used in LRA abstracts remain underexplored. This study examines the rhetorical moves in English LRA abstracts using Hyland’s framework. Fifty LRA abstracts, randomly selected from the Journal of East Asia and International Law and Law in Context, both of which are indexed in Scopus and ISI Web of Science, were analyzed as the corpus. The research employed a qualitative content analysis approach to identify and categorize the rhetorical moves. The study reveals that the purpose and introduction moves are the most prevalent, underscoring the importance of clearly stating objectives and establishing context. The product and conclusion move, which summarize key findings and extend research implications, follow in prevalence. In contrast, the method move appears less frequently, reflecting the genre's focus on legislative analysis rather than detailed methodologies. These findings are valuable for law researchers aiming to publish in international law journals and contribute to a broader understanding of genre analysis in legal writing. The study offers practical implications for scholars and educators, enhancing the effectiveness of legal academic communication.

An Exploration of the Ability of AI to Assist College English Writing Teaching

The paper is an exploratory paper on AI-assisted college English writing teaching, which mainly discusses the problems of traditional college English writing teaching as well as the potential and practical strategies of AI technology in teaching.

A Review of Empirical Research on English Writing Instruction Based on Cognitive Linguistic Approach

The complexities of writing pose various difficulties for those learning a second language, making it a principal area of academic research in linguistics. Lately, breakthroughs in the field of cognitive linguistics have spurred the development of innovative techniques and approaches to studying English composition instruction. Studies that integrate a cognitive linguistic approach (CLA), particularly the principles of schema theory, have demonstrated a considerable uplift in the proficiency, productivity, and overall competence of learners when it comes to writing. The objective of this paper is to methodically compile and integrate these research insights, with the goal of providing a foundation for further exploration in the sphere of cognitive linguistics and educational strategies.

The Science of Teaching Reading is Incomplete without the Science of Writing: A Randomized Control Trial of Integrated Teaching of Reading and Writing

ABSTRACT Purpose We conducted a randomized control trial of an instructional program, SRSD Plus, which integrates reading for writing to inform, writing, oral language, spelling and handwriting for students in Grades 1 and 2. Method A total of 10 teachers and their 248 students in Grade 1 (n = 121) and Grade 2 (n = 127) in the southwestern part of the US participated. The teachers included 6 White individuals, 2 Asian Americans, 1 Hispanic individual, and 1 person from another racial or ethnic background. Among the students, 46% were Asian American, 33% were Hispanic, 14% were White, and 5% were identified as multiracial. Teachers were randomly assigned to the SRSD Plus or business-as-usual (BAU) condition; students were assessed at pretest and posttest on writing, oral language, transcription, and reading skills. Results Multilevel model results showed that students in the SRSD Plus condition outperformed those in the BAU condition in spelling, vocabulary, sentence proficiency, planning from source text, discourse knowledge, and writing productivity and writing quality in source-based informational genre (.14 ≤ Effect Size [ES] ≤ .72), but not in word reading or handwriting fluency. Furthermore, although not the target genre, there was a positive transfer effect on writing outcomes in the opinion genre (.22 ≤ ES ≤ .34). Conclusion Integrated reading and writing instruction in SRSD Plus can improve primary grade students’ writing, discourse knowledge, planning, oral language, and spelling skills. Theoretical and practical implications and future directions are discussed in the context of the Science of Teaching Reading.

Visualization of AI Accuracy: A Novel Assignment for the Teaching of Critical Thinking and Science Writing

Background Rapid changes brought on by generative artificial intelligence (AI) have emphasized the need to teach students to work with this technology while also developing the “robot proof” human skills future workers will need, such as creativity, communication, and critical thinking. Objective The study objective was to explore whether a fact-checking, generative-AI assignment, inserted between the outline, and first-draft stages of a student's literature review writing process, would relate to student classification, perceptions of AI accuracy, and future trust in AI-generated content. Method Students in upper and lower division psychology classes used AI to generate a literature review on their final paper topic, which they then fact-checked for accuracy and usefulness using a color-coded system. Results Lower division students expected more inaccuracy, highlighted less information as inaccurate, and reported greater future trust of AI-generated content than upper division students. Conclusion Students with more experience critically evaluating primary sources may be better equipped to detect inaccuracies within AI-generated content. Teaching Implications Teachers of any course requiring a literature review paper may use this assignment to encourage student use of AI with a critical eye toward recognizing where that content is incorrect.

Possibilities and challenges of Artificial Intelligence in the teaching and learning process of Journalism Writing. The experience in Spanish universities

The research aims to assess the possibilities and challenges of artificial intelligence (AI) for the development of the teaching and learning of journalistic writing techniques in the university educational context. The main objective consists of analysing the abilities of AI to solve the composition of different journalistic texts¸ both informative and opinion, and the quality of the result, as well as other applications of AI in journalistic writing. The text tries to contribute to the knowledge on the use of AI by teachers and students in the teaching and learning process. A mixed methodology has been used to develop the research: on the one hand, descriptive and comparative, based on surveys to university professors in Spain specialised in this subject and to students taking related contents in their studies, also in this context; on the other hand, an experimental research is included among professors trained in the field of Journalistic Writing, who are asked for the qualified correction of an exam, anonymous, actually carried out with the AI system, ChatGPT. After weighing the results, each of them is interviewed in depth about the quality of the texts, their strengths, and weaknesses. The results show that AI is beginning to be used in the university context by students and professors. In the specific field of journalistic writing, its use for the moment is limited to assisting tasks in the writing process or suggesting topics, while the automatic generation of content is not widely accepted due to the ethical implications that it entails, especially those related to the originality of content. Teachers value the potential of this technology for writing simple and informative pieces but observe limitations at deeper levels of knowledge and in hybrid texts.

The Existence and Development of Variants in English Writing Teaching in International Corpus based on Time Series Data Analysis

This study investigates the evolution and prevalence of variant forms in English writing instruction within an international context, utilizing a time series analysis of corpus data. Recognizing the dynamic nature of language, especially in educational settings, this research aims to identify and analyze the changes in teaching methodologies and language usage over time. By examining a comprehensive corpus compiled from diverse international sources, the study focuses on how English writing instruction has adapted to linguistic variations and evolving pedagogical approaches.The methodology involves a quantitative analysis of corpus data spanning several decades, enabling a longitudinal view of trends in English writing teaching. The corpus includes a wide range of educational materials, academic publications, and teaching resources from different countries, ensuring a global perspective. Time series analysis is employed to track the frequency and context of various teaching practices and linguistic forms, offering insights into their development and dissemination.Key findings reveal a significant shift in teaching strategies, reflecting an increased emphasis on learner-centered approaches and the integration of digital technologies. Variants in language usage, influenced by cultural and regional differences, are also evident, highlighting the importance of context-specific teaching methods.

Collaborative Writing Teaching Mode in “Technical Writing” Course Under the Smart Classroom Environment

Please refer to the URL that includes this article for the abstract.

Analysis on Applications of Mind Map in English Writing Teaching

At the present stage, the teaching activities aim at promoting students’ learning quality and creative accomplishments. This demands teachers to create more teaching activities to facilitate students’ creative potential. As an efficient tool for thinking, mind map can achieve the visualization of thinking through presenting the hierarchy of concepts and the sequence of thinking. Naturally, it will be helpful to promote both students’ creativity and memory. It also can arouse students’ writing interest and cultivate students’ logical thinking ability. Therefore, this paper is going to have a brief introduce in the problems existing in students’ English writing. Furthermore, it will improve students’ English writing ability by applying mind map during the writing teaching process. Last but not least, it can arouses students’ critical thinking.

The Application of Multimodal Teaching Mode in English Writing Teaching in Senior High School

With the deepening of education reform, English writing teaching in senior high school should be further optimized. Teachers should actively introduce new teaching concepts and teaching methods, so as to arouse students’ interest in English writing learning, strengthen their understanding and application of what they have learned, and improve the teaching effect. As a popular teaching mode at present, multi-modal teaching can greatly enrich the teaching content of senior high school English writing, broaden the path of education, and greatly promote the comprehensive development of students. In view of this, this paper will analyze the application of multimodal teaching mode in senior high school English writing teaching, and put forward some strategies for your reference.

Exploring the Efficiency of ChatGPT and Artificial Intelligence in Advancing Academic Writing Pedagogy

The integration of ChatGPT and artificial intelligence (AI) has led to innovative ideas in academic writing. This shift has improved the efficiency and quality of academic content, yet it also raises ethical concerns regarding authorship, originality, and maintaining academic rigor. This study aims to explore the interplay between AI and academic writing practices, contributing to the role of technology in language studies and its impact on scholarly endeavors. The study uses a qualitative research approach, employing document analysis and queries directed at ChatGPT to assess its effectives in generating academic content. The research queries serve to evaluate ChatGPT's performance in tasks such as generating introductions, literature reviews, findings, discussions, conclusions, and abstracts related to the use of AI in academic writing. The experimentation with ChatGPT highlights the capabilities and limitations of AI in academic writing. It emphasizes the importance of human oversight and critical thinking in the research process. Despite ChatGPT's rapid response rate, the study reveals limitations such as deficiencies in academic rigor and referencing accuracy, which necessitate human oversight. This study underlines the importance of combining human intellect together with AI and focuses on the ethical considerations crucial for preserving the integrity of academic research and writing.

Artificial intelligence in academic writing: composing a for-and-against essay

Over the past years, Artificial Intelligence (AI) and Chat Generative Pre-Trained Transformer (ChatGPT) as its type have been extensively investigated and proved to be effectually employed within various spheres including education, offering promising opportunities for enhancing teaching and learning processes. However, the realization of these opportunities within the realm of Academic Writing (AW) instruction have not yet been thoroughly studied. Therefore, this article addresses this matter and exposes the results of a conducted analysis of the potential for integrating ChatGPT into AW instruction within the University curriculum. Specifically, it focuses on the issue of teaching master students how to create a successful for-and-against academic essay. Besides, the aim of this article is to develop an overarching framework for the incremental incorporation of ChatGPT into the AW course. To achieve this aim, the article resorts to such methods as theoretical positioning, comparative analysis, and qualitative research. Accordingly, the presented study expounds on the phenomenon of ChatGPT, its attributes, merits, and shortcomings, while also outlining the notion, features, key elements, and stages of producing for-and-against academic essays. In addition, it delineates the possibilities of ChatGPT’s application at various stages of essay writing, which may appear challenging for students. Furthermore, it recognizes potential drawbacks of ChatGPT, such as the risk of its overutilization and overreliance, which may result in obliterating students’ cognitive capabilities and AW skills. The presented study also underscores the necessity for additional immersion in the matter under discussion to address the issue related to long-term effects of integrating ChatGPT into AW instruction. Ultimately, the article sheds light on the AI’s dynamic integration in modern educational settings and provides implications for further research in this field.

Artificial Intelligence Tools in Academic Writing Instruction: Exploring the Potential of On-Demand AI Assistance in the Writing Process

This paper deals with the implementation of artificial intelligence tools in the process of teaching writing for academic purposes. The aims of this scientific study were to verify the practicability of implementation of selected artificial intelligence tools at the C1+/C2 level in university instruction and to gain insight into the attitudes and changes in preferences for use of AI-enhanced writing tools. The analyses were also focused on investigating the extent to which students take advantage of the potential of interaction with artificial intelligence tools in the process of composing academic texts. The research material was collected through a one-group quasi-experimental treatment in an undergraduate applied linguistics group of students. The obtained results indicate a significant increase in the use of and familiarity with artificial intelligence and the tools that apply AI algorithms to support text processing and production. The statements of the respondents prove that AI-assisted tools themselves and the knowledge how to apply them in the academic writing process remain vital and constitute a significantly useful element in the development of writing competence.

Miguel Cardona addresses FAFSA, students’ civil rights

LAS VEGAS — When U.S. Education Secretary Miguel Cardona came to the national Education Writer's Association conference in June, it was expected that his interview was going to touch on some of the hottest topics in higher education today, namely the Free Application for Federal Student Aid and campus protests.

Standards, Instruction and Assessment of EFL Writing in Schools: Lessons From China's Basic Education

ABSTRACTThis paper analyses the current situation of English as a foreign language (EFL) writing in basic education in mainland China with a focus on the English curriculum standards, instruction and assessment. The National English Curriculum Standards launched by China's Ministry of Education ratified a general framework for EFL writing instruction and assessment in schools while the municipal curriculum guides, such as the one of Shanghai, include more specific writing performance descriptors. Comparisons of EFL curricula with other countries and regions suggest diverse examples and updated resources be added to China's current curriculum standards to improve feasibility and modernity. Moreover, there are discrepancies between the Curriculum Standards and the implementation in the classroom. Sociocultural factors, such as teachers' beliefs, instructional materials and the exam culture, have led to the tension between new pedagogies advocated in the Curriculum Standards and conventional instructional practices. This study further explores the writing section in the large‐scale high‐stake exams, that is, Zhongkao and Gaokao, which have long exerted strong influence on teachers' instruction and assessment practices. Regularising professional training in writing instruction and improving teachers' assessment literacy are thus suggested. Local practitioners' attempts to integrate the process approach into traditional teaching methods and scholars' efforts to develop the writing scales for assessment are discussed to offer policy and pedagogical implications for other education contexts that are faced with similar challenges.

Discussion on the Application of Process Teaching Method in High School English Writing Teaching

Discussion on the Application of Process Teaching Method in High School English Writing Teaching

Exploring English Teachers’ Cooperative Practices in Teaching Writing Skills

Cooperative language learning (CLL) is considered one of the communicative approaches in which students participate in collaborative learning activities in actual classroom settings. This research aims to examine English instructors’ cooperative practices in instructing writing skills. I employed the narrative inquiry to explore the teaching and learning stories of teachers through their lived stories. This research study seeks to add to the discourse of cooperative practices in English language classrooms to enhance the writing skills of learners in the context of Nepal. Four English instructors from four public secondary schools in Rupandehi district were purposefully selected as participants for this study. The in-depth unstructured interview was used as a tool for collecting data. I adopted social constructivism as a theoretical framework. This study uncovered that the teacher participants used CLL activities such as think-pair-share and group work activities to energize, optimize and enhance students’ writing skills. Moreover, CLL increases learners’ insights and confidence by enhancing their creativity and critical thinking ability in writing through teamwork and makes them more responsible and accountable for learning themselves through their active engagement in various cooperative activities. The study reveals teacher participants’ effective practices of cooperative language learning in generating and creating fresh information to offer a solution to the assigned writing tasks and make learning successful. Teamwork, group work and think-pair-share activities contribute to the learners’ success in writing skills.

Potentials and Implications of ChatGPT for ESL Writing Instruction

The release of ChatGPT has marked the dawn of a new information revolution that will transform how people communicate and make meaning. However, to date, little is known about the implications of ChatGPT for L2 composition instruction. To address this gap, the present study uses a systematic review design to synthesize available research on the educational potentials of ChatGPT as an instructional assistant, outline the implications of these potentials for L2 writing instruction, and discuss their practical applications. The findings, based on a meta-analysis of 42 research articles, demonstrate that ChatGPT can enhance L2 writing instruction by boosting learners’ motivation, automating instructional tasks, and offering instantaneous, personalized feedback to learners. These findings have important implications for harnessing the instructional potential of generative AI in L2 writing classes.