To explore the effectiveness of flipped instruction in influencing second language learning outcomes, the current research investigated the contribution of flipped classrooms of an English-as-a-Foreign-Language (EFL) writing course to Iranian learners’ writing development and writing motivation. In so doing, two intact classes were chosen as the participants (N=43) of this research and they were randomly assigned to a Control Group (N = 18) and an Experimental Group (N = 25). During one semester, the Control Group underwent the traditional writing instruction, while the Experimental Group received a flipped writing instruction. Second Language Writing Motivation Scale (SLWMS) and two timed writing tasks were given to gather the required data. The results demonstrated that the flipped method of teaching was substantially effective in improving the L2 writing performance of the experimental group (F=22. 20, p = 0. 000, partial eta squared = 0. 35). Also, the results indicated that the flipped instruction had a statistically significant effect on learners’ writing motivation (F= 51. 67, p = 0. 000, partial eta squared = 0. 56). The findings have remarkable implications for L2 writing methodology.

The present study examined relationships among critical thinking, writing strategy use, second/foreign language (L2) writing anxiety, and L2 writing performance of Iranian English as a foreign language (EFL) learners. To this end, 100 homogenized EFL learners (57 female learners and 43 male learners) filled out Facione and Facione’ s (1993) California Critical Thinking Skills Test-form B (CCRST), Petric and Czarl’ s (2003) Writing Strategy Questionnaire (WSQ), Cheng’ s (2004) Second Language Writing Anxiety Inventory (SLWAI), and the second task of the academic version of IELTS exam. Multiple correlation analyses revealed a significant positive relationship between L2 writing performance and writing strategy use; and L2 writing performance and critical thinking. Results also revealed a significant negative relationship between L2 writing performance and L2 writing anxiety. Furthermore, it was found that L2 writing anxiety was a stronger predictor of L2 writing performance. Additionally, the results of one-way MANOVA showed a significant difference between Iranian male and female EFL learners regarding both their L2 writing performance and L2 writing anxiety. These results emphasize the inclusion of pre-planned writing sessions for Iranian EFL learners which can help foster critical thinking skills and writing strategy use, reduce L2 writing anxiety and hopefully, improve their L2 writing ability.

The use of Web 2. 0 technology in language education has received much research attention quite recently. In an attempt to shed more light on the use of Google Docs as a kind of Web 2. 0 technology in language learning, the purpose of the present study was to compare the effects of online collaborative writing using Google Docs and collaborative writing in a face-to-face classroom on the writing performance and writing self-regulation of EFL learners. A sample of 38 homogeneous intermediate learners was recruited as the participants who were then randomly divided to an experimental group (N = 19) and a control group (N = 19). The participants of the experimental group received online collaborative writing using Google Docs while the control group received collaborative writing in the face-to-face classroom. Two timed-writing tasks and the Second Language Writing Self-regulation (SLWS) scale were administered to gather the data. The results obtained from performing paired-samples t-tests and ANCOVA revealed that collaborative writing both via using Google Docs and in the face-toface classroom significantly enhanced the writing performance and writing self-regulation of the participants. However, the gains experienced by the experimental group were significantly higher than those experienced by the control group. Pedagogical implications for Google Docs-supported collaborative writing are finally discussed.

Research has shown that writing skill of Iranian learners is not at a satisfactory level. One of the ways to develop writing ability is to improve strategic behavior of learners. The current study set out to compare writing performances and patterns of using metacognitive strategies in bilinguals and monolinguals as well as seniors and freshmen students. A total of 176 English major university students took part in the study (88 bilinguals and 88 monolinguals). Data were collected through three instruments: a background questionnaire, a writing metacognitive strategy questionnaire, and participants’ compositions. A two-way factorial ANOVA was used to analyze the data obtained through the strategy questionnaire. Since the composition data were not parametric, two Kruskall-Wallis tests were employed for data analysis. The results revealed that bilinguals used more metacognitive strategies and had higher writing scores than monolinguals. In addition, seniors had better writing performance than freshmen while the difference between them in using strategies was not significant. Based on the results, it can be concluded that teaching writing metacognitive strategies may result in a better writing performance.

This study investigates the impact of performance assessment on the writing competence and motivation for writing among Iraqi EFL learners. In light of the limitations of traditional assessment methods, which often fail to accurately reflect students' abilities and can induce anxiety, this research explores the effectiveness of performance-based assessments as a more engaging and authentic alternative. A total of 41 intermediate-level students from an Iraqi university participated in the study, divided into an experimental group that engaged in performance assessments through dialogue journals and a control group that followed traditional writing tasks. Pre-tests and post-tests were administered to evaluate writing competence, alongside an Academic Writing Motivation Questionnaire to assess changes in motivation levels. The results indicated that performance assessment significantly enhanced both writing proficiency and motivation for writing among the experimental group compared to the control group. This study underscores the importance of innovative assessment strategies in fostering a more effective and motivating learning environment for EFL learners.

Screencast technology in English writing assessment offers personalized, detailed feedback, but not dialogic. However, integrating it with ipsative assessment principles can sustain a dialogue between teachers and learners on students’ writing development. This study investigated the impact of Screencast-based Ipsative Assessment (SIA) on developing students’ writing skills, writing self-regulation, and writing self-efficacy in an Iranian foreign language-teaching context. Screencast technology recorded teachers’ feedback and facilitated students’ access to and reflection on their previous works. A quantitative research design was used to collect and analyze the data to examine the effect of this approach on the development of the participants’ writing skills, writing self-regulation, and writing self-efficacy. The findings revealed that SIA enhanced participants’ writing performance and made them self-regulated and self-efficacious in their writing skills. The findings suggest that English teachers can utilize screencast technology for precise, detailed, ipsative feedback in an IA regime. SIA procedures can promote student self-assessment and facilitate teacher and writer communication. This interaction allows them to clarify doubts and strategize their next steps in the writing journey.

This study investigated the effects of blog-mediated instruction on learners’ writing performance and anxiety as learners of English as a foreign language (EFL). In addition, it aimed to probe into the EFL learners’ attitudes towards blog-mediated writing instruction. The participants of the study included 46 Iranian EFL learners from two intact university classes, who were randomly assigned to the control group (N = 21) and the experimental group (N = 25). Over a 16-week university semester, the control group was taught using traditional writing instruction while the experimental group was taught using a blog-mediated writing course. The data were collected through two timed writing tasks, Second Language Writing Anxiety Inventory (Cheng, 2004), and semi-structured interviews. The results indicated that although both groups benefited from their writing sessions, there was a significant difference in the positive effects of blog-mediated and traditional writing instruction on L2 writing performance, showing that the experimental group had a better performance on the posttest writing performance task than the control group. The results also revealed that the blog-mediated course reduced the participants’ L2 writing anxiety in the experimental group while traditional instruction did not have positive effects on reducing L2 writing anxiety in the control group. The data from semi-structures interviews indicated that the interviewees from the experimental group were generally positive about the blog-mediated writing course, with little skepticism and negativism echoed about the course. The findings offer significant implications for theory and practice on L2 writing instruction.

The practice of „ writing to learn‟ has been propounded as fast-tracking the dynamic process of noticing problems in L2 writing. However, a marked melioration in learners‟ attempted output requires a form of corrective feedback, among which modeling has proven to bear vigorous input enhancement effects. The present study attempted to inspect what EFL learners notice throughout their own output and exposure to model texts and how this noticing acts upon their short-term and long-term writing performance. In a repeated measure quasi-experimental design, the performance of 43 Iranian EFL learners on narrative writing tasks was collected upon pre-test, post-test, and delayed post-test. The participants indicated their noticing of linguistic problems through note-taking during the writing task followed by the exposure to two model texts and two revisions of the original writing, immediately, and two months later. The type of linguistic features noticed was studied through qualitative analysis. Paired-samples t-tests were conducted to compare students' accuracy performance before and after noticing. The results indicated that learners‟ grammatical accuracy was improved by noticing. As to the nature of incorporated features, learners' noticing played a prompting role in the effectiveness of models since learners retained those lexical and grammatical features compatible with their own noticing. It is argued that the participants' engagement in output activity has increased their awareness of the required linguistic features, facilitating their noticing of those features through exposure to positive feedback. The findings provide further evidence for the constructive role of output in language learning.