Feedback literacy as a knowledge vital for developing EFL learners’ academic writing might be associated with several factors, including learners’ second language (L2) writing engagement. Besides, variables such as learners’ proficiency levels can affect the relationship between feedback literacy and writing engagement. This study investigated the relationship between 234 elementary (n = 85), intermediate (n = 78), and advanced (n = 71) Iranian English as a Foreign Language (EFL) learners’ writing feedback literacy and writing engagement selected based on convenience sampling. After taking a placement test, they sat for a writing task adjusted to their proficiency level. Next, they answered a scenario-based L2 Writing Engagement Measure (WEM) and completed the Writing Feedback Literacy Questionnaire (WFLQ). The Spearman rank-order correlation indicated significant positive relationships between the three groups’ feedback literacy and writing engagement. However, there were no significant differences in the relationships between EFL learners’ feedback literacy and writing engagement across the three groups. The study’s findings provide insights for L2 teachers, teacher trainers, and educationalists to enhance students’ writing ability, feedback literacy, and writing engagement. Some suggestions for further research are proposed.

The investigation of the role of L2 proficiency in L2writing ability continues to be revealing for the better understanding of L2 writing. This kind of study is also much needed in EFL settings like Iran for the better specification of the actual role of EFL writing instructors. The present article addresses the relationship between EFL proficiency and some qualitative and quantitative aspects of EFL writing performance. 140 college EFL learners, majoring in English as a foreign language in Iran, performed a letter-writing task. The quantitative and qualitative aspects of their writing performance were then quantified and studied un relation to their EFL proficiency. Correlation coefficients and analysis of variance showed that: 1) participants with higher EFL proficiency scores proficiency score produced texts of significantly better quality (R=0.42, P>.01); 2) text length, measured by the total number of words written per letter, was very weakly correlated with EFL proficiency scores (R=0.2, P>.05); and 30 the correlation between the fluency or speed of writing measured by mean number of words written per minute on the one hand and EFL proficiency scores on the other hand was not found to be significant . The results of this study suggest that although higher EFL proficiency may lead to the production of L2 texts with better quality and quantity - at least in some tasks - it does not necessarily affect the fluency and the processing requirements of the complex task of EFL writing. Instead, L2 writing fluency in its limited definition in this work was shown to be a function of L2 writing ability level.

The integration of technology into educational settings has gained significant attention, particularly in language learning, with a focus on professional users such as instructors and researchers. However, little has been done on how it can assist students’ writing proficiency and autonomy. This study examines the effectiveness of an AI Writing Tool in improving the writing skills and autonomy of Iranian EFL learners in virtual education. This study examines the impact of Grammarly on the writing performance and autonomy of EFL learners using a quasi-experimental design. A cohort of 52 English translation students from Payame Noor University’s virtual education program was selected using convenience sampling and stratified based on their Oxford Placement Test (OPT) results. The experimental group received a Grammarly-based intervention, and the control group followed conventional methods. After ten sessions, post-tests in writing and learner autonomy were administered, and data were analyzed using ANCOVA to control for pre-test scores. The findings revealed a significant improvement in the writing proficiency and autonomy of the experimental group compared to the control group, emphasizing the potential of AI tools in addressing the challenges of virtual education in the Iranian context. These results underscore the importance of integrating Grammarly into EFL curricula to foster writing competence and learner independence. By addressing the specific needs of Iranian EFL learners, this study bridges a critical gap in research. It provides practical implications for educators and policymakers in adopting AI-driven tools for language learning.

The development of (G)DA and AI technologies, including AI chatbots, has a substantial impact on EFL learners’ writing skills in EFL writing instruction. Previous studies have shown that dialogic interactions in graduated mediation (G)DA enhance learners’ engagement and motivation, assist them in internalization and self-regulation, and promote L2 writing abilities. However, the feedback generated by AI chatbots with human-generated mediation in group dynamic assessment (GDA) on EFL writing proficiency has been unexplored. This exploratory study examines the implementation and effects of integrating AI-generated feedback with human-generated mediation in group dynamic assessment (GDA) on EFL writing proficiency. The participants were 45 upper-intermediate female EFL learners randomly assigned into three groups: one receiving teacher-mediated AI-based GDA (N = 15), one receiving teacher-mediated GDA (N = 15), and a control group in conventional writing classes. The t-test results revealed that learners in the AI-based GDA group performed better on the post-test after completing the 12 intervention sessions over six weeks. ANOVA results showed significant differences among the three groups in their post-test scores, which indicated the outperformance of the AI-based GDA group. Further, in response to the interview, the AI-based GDA group admitted that their L2 writing abilities improved due to gaining autonomy, increasing motivation, and enhancing collaboration during the intervention. The findings suggest using AI chatbots like ChatGPT and human mediation as technological dynamic assessment mediators to enhance L2 writing proficiency. Integrating AI and DA seems promising in extending EFL practices by providing individualised fine-tuned feedback and broadening EFL learners’ self-regulatory practices.

This study examined the effect of reciprocal teaching pedagogy on students’ writing proficiency development in an EFL classroom. A pre-test post-test quasi-experimental research design was employed. Two grade 11 intact classes, enrolled in 2023, were non-randomly selected from the school. A lot was cast to determine the RT and non-RT groups. The experimental group (n=43) was assigned to the RT group and the control group (n=41) was assigned to the non-RT group .Pre- and post-writing tests were conducted to collect data. Crosscutting issues were writing topics taken from Ethiopian Education national policy. The Diederich analytical scale model rubric was used to evaluate the pre-and post-test results. Independent and paired-sample t tests were used to analyze and interpret data. The findings revealed that the successful application of meta-cognitive strategies resulted in a significant difference between the RT and non-RT writing classroom participants. The RT participants out performed in predicting, clarifying, questioning and summarizing the topic sentence, appropriate supporting details, listed relevant discourse markers,minimize grammatical errors,improve the overall content and organization of their writing in their RT discussion session. As a result, RT pedagogy can be utilized as an instructional tool to facilitate students’ interaction and collaboration to improve their overall writing quality, and maximize learners' writing proficiency in an EFL classroom.

Translation ability as a communicative and language ability is closely interwoven with writing ability in L2. This relationship makes it to be considered as an effective means of learning, teaching and testing L2. This study aims at finding out the relationship between the ability to translate, foreign language proficiency, and L2 writing ability. It examines the performance of 114 Iranian female and male language learners on a TOEFL Test, a Direct Composition Test (DC), and a Translation Composition Test (TCT). The findings reveal that language proficiency and writing ability are highly correlated with translation ability and the relationship between translation ability and writing ability is high and significant. It also maintains that translation is a valid and reliable method as a means of testing writing ability of EFL students.

This study examined conceptual metaphor theory lunched by Lakoff and Johnson (1980) within a cognitive writing framework proposed by Flower and Hayes (1980). The main objectives of the study were improving Iranian EFL learners' writing proficiency, reducing their apprehension of English language writing, and moving from the traditional model of writing to the cognitive one through establishing an interaction between the learner's conceptual system and the natural experiences that form the framework of a text. To do that, a total of 120 EFL Bachelor-of-Arts (BA) students whose age ranged from 22 to 35 volunteered to participate in the study. The participants were first divided into two equal groups and then took part in particular training programs entitled traditional and cognitive writing courses. Using a two-way ANCOVA, the researchers, then, compared and evaluated the posttest results of both groups. The results of analysis revealed that the cognitive group experienced a remarkable growth in their posttest scores compared to the traditional one. The results indicated a fundamental change in the writing style for the cognitive group, their success in moving towards native-like writing proficiency, and a significant reduction in their apprehension of writing in English language. Using conceptual metaphors in writing provides teachers with feedback to incorporate idea generation, meaning construction and rhetorical writing in the writing courses. Findings suggest that conceptual metaphors may be worthy of teaching at universities as an effective tool in solving writing challenges, in particular apprehension of weakness in idea development.