efl-writing
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- PaperSystemForthcoming · 1 Aug 2026
Cognitive diagnosis of EFL integrated writing under interactive noise input conditions: A G-DINA model approach
Kezhen Li
Applies the G-DINA model to conduct cognitive diagnosis of EFL integrated writing performance under interactive noise input conditions.
- PaperTESOL Quarterly9 Jul 2026
Exploring Digital Multimodal Ensembles and Monomodal Expository Essays: From Author Performance to Reader Perspectives
YouJin Kim, Diane Belcher, Carter Peyton
A study compared digital multimodal composing (DMC) and monomodal essay writing among 50 Korean EFL students, finding similar quality in both conditions. While reader perception of new knowledge did not differ significantly, DMC led to more new informational knowledge units gained by readers.
Original abstract
Although many teacher/researchers have expressed enthusiasm about the benefits of digital multimodal literacies, empirical evidence of the value of engagement with multimodal ensembles for L2 students as authors and readers is limited. This study compared the quality of digital multimodal composing (DMC) and monomodal writing and explored the impact of both on readers' new knowledge building. Fifty Korean university EFL students were assigned to two groups: DMC and monomodal writing. Both groups completed causal analyses and then reviewed their classmates' work, reporting on what they, as reader‐viewers, learned about the composers' topics, in addition to responding to a perception survey. Thus, students had the opportunity to be both producers and consumers of digital multimodal or monomodal texts depending on their group. Students' DMC and monomodal compositions were scored using a multitrait rubric. Survey responses were analyzed for perceptions of new knowledge gained, whereas comments on fellow students' projects were analyzed for the amount of new informational and issue‐oriented knowledge gained as DMC and monomodal essay readers. The findings indicated that the quality of DMC and monomodal writing conditions was similar. With respect to reader perspectives, there was also no significant difference in the perception of new knowledge gained and reports of new issue awareness for the two conditions; however, DMC outperformed monomodal writing regarding reader‐reported new informational knowledge units gained. The findings suggest that although the student‐participants did not perceive DMC as having an advantage over monomodal composing for conveying new information and issue awareness, the students did appear to be able to produce and consume (as reader‐viewers) multimodal ensembles in such a way that new knowledge, measured in information knowledge units, became more salient for them in DMC than in traditional monomodal texts.
- PaperLanguage Teaching Research9 Jul 2026
Exploring Teacher Agency in Conducting Peer Feedback Activities in English-as-a-Foreign-Language Writing: An Ecological Perspective
Yao Lu, Ying Gao, Tiantian Xu
Two EFL writing teachers exhibited contrasting patterns of agency in conducting peer feedback activities, with a novice teacher shifting from proactive to constrained agency and an experienced teacher moving from automatic to autonomous agency, shaped by temporal affordances and constraints linked to individual and contextual factors. The findings highlight the need for tailored support to enhance teacher agency in facilitating peer feedback.
Original abstract
Although the learning benefits of peer feedback in English-as-a-foreign-language writing instruction have been well recognized, the process and effects of peer feedback are largely reliant on teacher agency in conducting such activities. However, inadequate research has been conducted on this issue, leaving the dynamic features and causes of teacher agency in peer feedback largely unknown. Drawing on an ecological perspective, this comparative case study examined how two English-as-a-foreign-language teachers from two universities enacted agency in organizing peer feedback activities in their writing instructions. Multiple data including classroom observation, interviews and relevant teaching documents were collected and coded for themes. The study revealed that both teachers exerted dynamic agency in creating peer feedback experiences for students, but showed considerable differences before, during and after peer feedback. Overall, the novice teacher shifted from showing proactive agency to constrained agency, whereas the experienced teacher moved from demonstrating automatic agency to autonomous agency. This stark contrast was shaped by the synergism of different temporal affordances and constraints in relation to individual and contextual factors. The study highlights the need to provide tailored support to enhance teacher agency in dealing with possible challenges in facilitating students’ experiences with peer feedback.
- PaperReCALL7 Jul 2026
WeChat-based collaborative self-regulated learning program: Exploring self-regulated learning strategy use, writing performance, and learning behaviors
Fan Su, Ying Zhao, Di Zou, Biyun Huang
This study compared individual and collaborative self-regulated learning (SRLL) contexts using WeChat for university EFL learners' writing. The collaborative group showed higher overall SRLL strategy use (except motivational), better writing performance, and distinctive behaviors like time monitoring and feedback awareness. Findings suggest integrating individual and collaborative modes to support self-, co-, and socially shared regulation.
Original abstract
In technology-enhanced language learning (TELL), self-regulated language learning (SRLL) strategies are essential for supporting English as a foreign language (EFL) learners’ writing development. As collaborative learning becomes increasingly prominent in TELL, SRLL has expanded from individual regulation to collaborative contexts. However, limited research has compared how individual and collaborative SRLL contexts influence learners’ strategy use, writing performance, and learning behaviors. To address this gap, this study used WeChat as a mobile learning platform to compare university-level EFL learners’ SRLL strategy use, writing performance, and behavioral patterns in individual and collaborative self-regulated writing programs. Two intact classes were assigned to either a WeChat-based individual group (WIG) or a WeChat-based collaborative group (WCG). The collected data included SRLL strategy use questionnaire, writing scores, and WeChat learning logs. Results showed that the collaborative context promoted learners’ overall, cognitive, metacognitive, and behavioral SRLL strategy use, although no significant difference was found in motivational strategy use. The WCG also achieved higher writing performance and showed distinctive regulatory behaviors related to time monitoring and feedback awareness. These findings suggest that SRLL is a dynamic and cyclical process shaped by task demands, technological affordances, and social interaction. They also highlight the value of integrating individual and collaborative learning modes to support learners’ movement between self-regulation, co-regulation, and socially shared regulation.
- PaperComputer Assisted Language Learning27 Jun 2026
How EFL postgraduate students engage with automated written corrective feedback provided by Pigai in their academic writing?
Bei Cai, Hong Fu, Ziyu He, Yanyue Wang et al.
This study explores how EFL postgraduate students engage with automated written corrective feedback provided by Pigai in their academic writing.