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In higher education, generative chatbots have infiltrated teaching and learning. Concerns about how and if to utilize chatbots in the classroom are at the forefront of scholarly discussion. This quick-hit article presents a plan to teach learners about generative AI writing tools and their ethical use for writing purposes. As generative AI tools continue to emerge, this guide can support instructors from all disciplines to engage learners in getting the most accurate information.

Reflection can play a critical role in an educational leader's capacity to sustain and improve their leadership practices. Reflection in the form of writing allows leaders to slow down and carefully attend to their own thinking before facilitating collective thinking and decision-making in those they lead. Though educational leaders are often focused on supporting the development of writing skills in their students, writing is equally important for themselves as leaders. This paper examines the journey of three K-12 practitioners who experience reflective writing as a core curricular component of the Masters in Public Education Management program at Yale School of Management. We offer our perspectives on having dedicated writing time in the leadership development curriculum as well as recommendations for practitioners seeking to infuse reflective writing into their individual and organizational leadership praxes.

Due to negative classroom experiences, lack of resources and access, the fear of the unknown, and at times a disconnect, students are often fearful of literacy learning (reading, writing)--and in some cases outright bored. This piece highlights a variation of Childs' "C.O.U.N.T." acronym, which addresses ways in which teachers can infuse popular culture, technology, and authentic experiences into their traditional writing and literacy curriculums. From creating and cultivating a culture that embraces literacy in various modes, and providing assignments that move beyond traditional assessment, this article will demonstrate the powerful reach that teachers can have by honing in on creative ways to facilitate writing instruction. Going beyond the use of pencil and paper writing and assessment in classrooms, and simple but meaningful and authentic ways to enhance literacy instruction for teachers will be discussed.

Since its release, ChatGPT has raised concerns in many teaching contexts given its threat to reliably evaluating learners' knowledge and skills. Within task-based pedagogy, however, this technology opens new avenues for second language (L2) teaching when adopting the technology as a writing buddy. Our study explores how ChatGPT as a model impacts the revision process of advanced L2 writers of German. Twenty-two university students participated in a two-week classroom-based intervention, producing two summaries of popular-scientific texts in L2 German. After writing a first draft, they compared their summaries with texts produced by ChatGPT (3.5) and revised, where necessary, their own text. In this paper, we analyze all students' rubrics-based ratings of the ChatGPT models and present data of six focus students' screen-recorded revision processes that we coded for revision focus, source, and success. Results reveal students' growing awareness of characteristics of ChatGPT-output, such as linguistic accuracy and fluency, as well as its flaws in content provision. Revision data demonstrate that students skillfully made use of the models to improve their own texts. Our study provides evidence that using ChatGPT as models in writing and revision processes can stimulate higher-order thinking in the revision process of advanced L2 students.

The survey results show that students have low writing skills. One of the contributing factors is that students have difficulty developing ideas from writing, which causes the writing process to be slow. Apart from that, passive learning activities also have an impact on students' writing abilities. Based on this, the aim of this research is to analyze the influence of the Mind Mapping-based Project Based Learning (PjBL) Model on students' writing abilities. This type of research is quasi-experimental research (quasi-experimental) using a 2 x 2 factorial design. The population in this research is grade IV elementary school students, totaling 9 schools. The total sample size was 160 students. The sampling technique uses a simple random sample. The data collection method in research uses test and non-test methods. The technique used to analyze data is inferential statistics. The results of the research are that the writing ability of the group of students who were given the Mind Mapping -based Project Based Learning Model was greater than the group of students with low linguistic intelligence, the writing ability of the group of students who were given the Conventional Learning Model, after controlling for language knowledge. It was concluded that the Project Based Learning (PjBL) Model based on Mind Mapping can improve students' writing skills. The implication of this research is that the application of the Project Based Learning (PjBL) Model based on Mind Mapping can stimulate students' learning and stimulate students' thinking skills so that it has an impact on improving students' writing skills.

Inspired by Rebecca Oxford's thought-provoking reflections on language learning strategies, and particularly her orchestra metaphor on how the strategies work together, I conducted a study that seeks to understand how non-native writers employ, configure, sequence and combine individual writing strategies when creating a text in the target language. Four dyads of undergraduate students of English were video-recorded while jointly writing an argumentative essay. The transcripts were analyzed using a general inductive approach to uncover writing strategies emerging in the writing process and to explore how individual strategies are coordinated in task completion. The most important finding is that writers do not randomly sequence the strategies, but they orchestrate them to attain the desired goal. Metaphorically, learners combine writing strategies into 'symphonies of strategies', mirroring the way different instruments of an orchestra create music.

The correct use of collocations and prepositions plays an essential role in writing. Previous research has demonstrated that students, who master these lexical elements, have a better language awareness, improve their reading and listening comprehension, and are more creative when making a composition. However, little specific work has been done in this regard in Colombia, especially with adolescents. This action research study explores the affordances of a corpus in English as a foreign language writing of fourteen students at the high school level. Surveys, teacher's journals, and classroom artifacts were used to collect data. Findings show that the corpus contributed positively to L2 writing in two ways. The participants could self-correct their mistakes associated with the use of collocations and prepositions, and the tool amplified participants' autonomy, decision-making, and data analysis skills. Although a corpus represents an alternative for error correction processes, it requires a well-structured instructional design process to deal with difficulties related to using commands derived from a corpus-based strategy.

This paper considers the impact of technological processes on human thought, specifically the implications of artificial intelligence (AI) on writing instruction. The main purpose of this paper is to present instructional considerations that will elevate human voice and reduce student temptations to turn to AI unreasonably to produce a piece of writing while still providing responsible options for the incorporation of AI in the writing process.

The proliferation of artificial intelligence (AI) has impacted scholarly publishing. This study explores the use of AI tools by Arab researchers who publish in English. A survey was conducted to gather information on AI tool adoption in research conception, writing, editing, and publishing. It collected responses from 84 participants, who provided insights into their usage patterns, challenges encountered, and ethical considerations when using AI. The findings reveal diverse adoption rates of AI tools, with high usage for language correctness and content enhancement such as grammar and spelling checking. The ethical implications of AI tool usage, including the need to ensure data quality, prevent plagiarism, and maintain ethical standards, were emphasized by respondents. Tools such as Grammarly, Endnote, and QuillBot were recognized for their utility in addressing common challenges. However, certain research-related tasks, notably research design, exhibited lower AI tool integration. The study underscores the gap between awareness and adoption of AI tools, indicating potential barriers to their utilization. Challenges such as cost, integration issues, and concerns about the accuracy and appropriateness of AI-generated content were identified. These findings offer insights for researchers, institutions, and publishers to enhance editorial processes, promote ethical AI tool usage, and bridge the gap between awareness and adoption.

Building on previous research that has demonstrated close connections between constructivism, technology, and artificial intelligence, this article investigates the constructivist underpinnings of strategically integrating GenAI experiences in higher educational contexts to catalyze student learning. This study presents a new model for leveraging GenAI tools, for individualized, formative, peer-simulated feedback in graduate-level courses in higher education. This exploratory study presents graduate student reflections about the process and product created using ChatGPT for formative feedback with an instructor-generated prompt for an organizational behavior course. An analysis of student reflections and examples of ChatGPT-generated peer-simulated feedback, as well as an examination of ethical considerations, offer insights into the learning potential of utilizing GenAI tools for peer-simulated feedback in graduate-level courses.

This exploratory study focuses on the use of ChatGPT, a generative artificial intelligence (GAI) tool, by undergraduate engineering students in lab report writing in the major. Literature addressing the impact of ChatGPT and AI on student writing suggests that such technologies can both support and limit students' composing and learning processes. Acknowledging the history of writing with technologies and writing as technology, the development of GAI warrants attention to pedagogical and ethical implications in writing-intensive engineering classes. This pilot study investigates how the use of ChatGPT impacts students' lab writing outcomes in terms of rhetorical knowledge, critical thinking and composing, knowledge of conventions, and writing processes. A group of undergraduate volunteers (n = 7) used ChatGPT to revise their original engineering lab reports written without using ChatGPT. A comparative study was conducted between original lab report samples and revisions by directly assessing students' lab reports in gateway engineering lab courses. A focus group was conducted to learn their experiences and perspectives on ChatGPT in the context of engineering lab report writing. Implementing ChatGPT in the revision writing process could result in improving engineering students' lab report quality due to students' enhanced lab report genre understanding. At the same time, the use of ChatGPT also leads students to provide false claims, incorrect lab procedures, or extremely broad statements, which are not valued in the engineering lab report genre.

Although the issue of learning transfer has been given much attention in English-for-academic-purposes (EAP) research, the factor of transfer climate could be investigated further. The current study examines what the instructors of EAP perceive can be done to prepare students for the transfer climate. The transfer climate refers to the nature of the target context of instruction and the support for learning transfer perceived by a learner in that target context (Burke & Baldwin, 1999). The target context in EAP education is the discipline courses that students take alongside or after EAP courses. The transfer climate may be supportive or unsupportive depending on whether such discipline courses accommodate for students' transfer of EAP skills. Data was gathered through semi-structured interviews with 22 EAP instructors and, subsequently, three of them were observed to see what actually happens in their EAP courses (Borg, 2015). The findings outline eight steps that can be taken to prepare students for the transfer climate, seven within EAP courses, and one within discipline courses. From what was observed, few of the steps that participants mentioned in the interviews were actually implemented in the classes. Both practical implications and implications for future research are outlined.

Writing well and being well as academic writers is rarely spoken about, often hidden, and at times evaded. We believe that developing, maintaining, and growing well-being literacy not only engages the act but also allows awareness, reflection, and metacognitive thinking that enable mindful writing for well-being. Well-being literacy, the capacity to understand and employ wellbeing language for personal, collective, and global well-being, intrigues us. It encompasses nurturing, sustaining, and safeguarding well-being for individuals, groups, and systems to thrive. As scholars delving into well-being literacy, we, a diverse collective from across higher education career trajectories, investigate its role in scholarly writing and our academic realities. Our focus lies in unraveling the paradoxes inherent in higher education, particularly as researchers and writers. In this paper, we examine our own stories as a trioethnography and the impact of our writing practices on our own professional and personal lives. By doing so, we reveal the place of vulnerability, relationships, and meaning in who we are and are becoming as academic scholars. Guiding principles are shared with peers and colleagues in how they might cultivate writing practices while valuing and embodying well-being in the higher education space.

Recently, AI writing assistance tools have emerged as pivotal aids in addressing L2 learners' writing challenges. With this emergence, this qualitative study delves into the perceptions of Thai EFL learners regarding the utilization of AI writing assistance tools. A total of ten Thai non-English-major undergraduates were interviewed to explore their experiences. The results unveiled a nuanced perspective, wherein the participants acknowledged both benefits and challenges linked to the integration of AI writing assistance tools in their writing processes. In terms of benefits, the participants highlighted improvements in linguistic aspects, enhanced affective factors, and pragmatic advantages. Despite these perceived benefits, the participants were attuned to the trade-offs associated with these tools, encompassing concerns about over-reliance on technology, the potential for academic misconduct, and the occasional ineffectiveness of the tools. This study provides valuable insights into the multifaceted impact of AI writing assistance tools on Thai EFL learners, offering implications for pedagogy and future research in the realm of language learning technology.

Self-Regulated Strategy Development (SRSD) is a method designed to explicitly teach students self-regulation skills and help them implement them. While SRSD's beneficial effect on writing quality has been confirmed in a large body of literature, the questions of why, how, and for whom SRSD works remain unclear. To investigate the underlying cognitive and metacognitive mechanisms, and identify the factors that potentially moderate SRSD's effectiveness, we compared fourth- and fifth-graders who either received regular writing instruction or underwent an SRSD intervention in a quasi-experimental setting. Students' abilities to plan, write quality texts, and self-evaluate were measured. Factors that have been demonstrated to be related to writing abilities were assessed to study whether they might facilitate or hinder acquisition of strategies taught in the SRSD intervention. The results indicated that compared with students who received regular writing instruction, students who underwent the SRSD intervention produced higher-quality texts and evaluated their texts' quality more accurately, despite persistent overestimation. Mediation analyses indicated that progress in producing high-quality texts was explained by improvements in students' planning skills, enabling them to write stories that were better-structured and contained more ideas. However, the results also indicated that some students under the SRSD condition struggled to implement the planning strategies they were taught, particularly students with poor working memory. Recommendations for optimizing the SRSD intervention's effectiveness in developing all students' writing skills are discussed.

While the importance of feedback in education is well established, the effects of structured knowledge in collaborative academic writing remains uncertain. This study introduces an academic writing feedback tool that combines structured knowledge mining, analysis, and visualization. An empirical experiment was conducted in a second-year university class with fifty-five students to examine the impact of the tool on different writing phases. Multiple data sources (i.e., scores, peer comments, discussions, surveys, and interviews) are collected and analyzed using a mixed-method approach. The findings demonstrate that structured knowledge feedback significantly improves specific metrics used to assess academic writing, leading to an overall enhancement in writing quality. The intervention also influences students' engagement, both behaviorally and cognitively, during online discussions and peer comment phases. Moreover, all students exhibited a positive perception of the writing feedback tool and considered peer comments as the most beneficial collaborative phase when structured knowledge intervention was employed. However, their preferences regarding the presentation form of feedback varied. Finally, the study provides implications for the development and research of NLP-powered (Natural Language Processing) feedback tools. These insights aim to inspire future studies on collaborative academic writing, emphasizing the potential of structured knowledge feedback in fostering effective writing practices.

In "Parable of the Sower," Octavia Butler (1993) wrote: "Any Change may bear seeds of benefit. Seek them out. Any Change may bear seeds of harm. Beware" (p. 116). In this paper, we apply this command to a speculative examination of the consequences of text-based generative AI (GAI) for adolescent writers, framing this examination within a socially situated "Writers-in-Community" model of writing (Graham, 2018), which considers writing as both an act of individual cognition and as situated within concentric circles representing nested social, material, and cultural contexts for writing. Through the lens of this model, we discuss representations of language-related technologies in works by several well-known authors of 20th-century speculative fiction and contrast these speculative scenarios with examples from our recent research into student writers' use of ChatGPT and other GAI tools. Finally, we discuss (a) the limitations of these tools as lacking the ability to set goals and use these goals to compose a written work, which is a key component of an effective writing process and (b) what would be required to supporting students to write agentively in collaboration with these tools, despite these limitations. This discussion focuses on three principles: (1) centering human writers in collaborations with GAI; (2) setting writer goals to address historical, political, institutional, and social influences; and (3) critical agency in literacy with GAI.

Autistic children demonstrate highly variable written language skills. Existing research has focused on examining autistic children's performance on direct assessments of written language. In contrast, few studies have sought to understand how autistic children conceptualize their writing abilities or engage with writing across different contexts compared to non-autistic peers. This study used a researcher-designed questionnaire to examine writing self-concept, text engagement with different writing activities, and writing practices and beliefs across school and non-school contexts in school-age (10-18 years old) autistic children compared to their non-autistic peers. Data analysis approaches included "multiple indicators, multiple causes" (MIMIC) modeling; correlational and multiple regression analysis; non-parametric Mann-Whitney U tests; and principal components analysis. Groups did not differ in their writing self-concept ratings. Furthermore, both groups engaged with a variety of different writing activities to a similar extent except for text messages being lower for the autistic group. Five components were extracted via principal components analysis on items related to writing practices and beliefs across contexts; groups did not differ across the components. Overall, the non-autistic group showed more consistent relationships between writing self-concept as well as writing practices and beliefs with performance on a narrative writing task when compared to the autistic group. Results offer a preliminary understanding into how autistic children engage with writing across contexts for a variety of purposes when compared to their non-autistic peers and offer implications for continued research and educational practice.

Peer review is useful for providing students with formative feedback, yet it is used less frequently in STEM classrooms and for supporting writing-to-learn (WTL). While research indicates the benefits of incorporating peer review into classrooms, less research is focused on students' perceptions thereof. Such research is important as it speaks to the mechanisms whereby peer review can support learning. This study examines students' self-reported approaches to and perceptions of peer review and revision associated with WTL assignments implemented in an organic chemistry course. Students responded to a survey covering how they approached peer review and revision and the benefits they perceived from participating in each. Findings indicate that the assignment materials guided students' approaches during both peer review and revision. Furthermore, students described various ways both receiving feedback from their peers and reading their peers' drafts were beneficial, but primarily connected their revisions to receiving feedback.

This study developed a brief training, the Integrative Writing Training (IWT), to introduce students to two types of rhetorical devices (i.e., direct and indirect integration) that can be used to communicate cross-textual connections through writing. The training did not significantly increase the volume of integration included in students' written responses, composed based on multiple texts, relative to a control group; although improvements were found when students were compared to others receiving a writing-organization focused training. Directions for future research and, particularly, the need to attend to students' use of rhetorical devices to communicate integration when writing based on multiple texts are discussed.

This study proposed a three-step writing conference in which foreign/second language (L2) students, under the guidance of their writing instructor, first fastened their attentional focus on a form-related error, analysed a collection of standard L2 samples to deduce the underlying knowledge, and then planned for their error correction as well as future learning of this knowledge. The ultimate goal of this formative assessment practice was to scaffold student engagement with written corrective feedback (WCF). Using a between-group experiment design, the present study compared the effects on the success rate of error correction and L2 uptake of the above writing conference (n = 14) against those brought about by a typical Teacher-Student (n = 12) and a typical Student-Student one (n = 12). Research participants were 38 intermediate learners of English as a Foreign Language (EFL) recruited from three intact classes at a language-learning center in Vietnam. The suggested writing conference was indeed found to yield better error correction and L2 uptake than the other counterparts. A closer look at the students' mental engagement with WCF revealed that such engagement was moderately correlated with their L2 uptake. These findings altogether suggest that student engagement with WCF should not be taken for granted or, in other words, this engagement should be contingently supported by the writing instructor in order to foster learning from WCF.

The optimal measurement of the effectiveness of online translation training courses necessitates a comprehensive evaluation of the translation process and product to fully understand the impact of such courses on trainee translators' behavior. In this study, we employed a one-group pretest-posttest design to assess the effect of a 12-week online translation training course on trainee translators' performance and management of the translation process when translating an Arabic journalistic piece into English. Leveraging Translog, we meticulously documented the impact of the online translation training program on trainee translators' cognitive processes and final output, both prior to and after the intervention. The findings unequivocally demonstrated that the online translation training course had a statistically significant positive impact on the trainees' performance and production speed. Notwithstanding, our analysis revealed that the online training course had no discernible effect on the trainees' time management of the translation task, including stages of orientation, drafting, and revision, as well as online revision. Consequently, this study concludes with pedagogical implications that have the potential to inspire improvements in undergraduate translation training programs as well as the design of future online training courses.

An increasing number of colleges and universities now require graduate student and faculty applicants to submit personal diversity statements for evaluation. Despite their rising use, little is known about how the personal diversity statement writing process is experienced by applicants. For White individuals in particular, their sources of egalitarian motivation may influence affective responses to writing a diversity statement given the content that is typical of these application components and the unease demonstrated in response to diversity-related contexts that is characteristic of White people with a strong external motivation to respond without prejudice. In the present study, White students at an American university participated in a personal diversity statement writing task and self-reported their motivation to respond without prejudice (in advance of the session) and affect (following the writing task). Despite prior research suggesting that they would feel otherwise, participants reported more positive affect compared to negative affect in relation to writing the diversity statement. When considering their sources of motivation, however, White individuals who were more externally motivated to respond without prejudice reported slightly more negative affect in reaction to the diversity statement writing task when compared to those low in external motivation. These findings have implications for the inclusion of personal diversity statements in candidate application materials at various levels of higher education.

One crucial skill to master by university students related to academic writing activity is paraphrasing skill. However, in Indonesian context, the university students still find paraphrasing challenging. Therefore, this study is intended to explore the use of read, reread, list, compose (RRLC) strategy to enhace the students' paraphrasing skill in a college context. This study utilizes a qualitative case study design where the data were obtained through observation. The study revealed that RRLC stages can be implemented in learning activity. It engaged the students in activating their prior knowledge, doing an independent reading, discussing, and sharing their understanding about the text before paraphrasing. It assisted them to have better comprehension of the text to be paraphrased. In addition, during the implementation of composing stage in guided practice, the students' paraphrased works indicated that the students were able to create sentences in different structures--active or passive constructions, use the synonyms, and retain the original meaning. These three skills helped them reduce the similiarity of their paraphrased works from the original version. This study recommends that RRLC strategy be implemented in teaching paraphrasing at college or lower level with some adjustments to meet the students' basic English skill.

This paper has investigated the importance of explicit instruction and collaborative writing on (a) argumentative writing performance and (b) self-efficacy for writing of secondary school students. This intervention study additionally aimed to evaluate the effectiveness of alternating between individual and collaborative writing throughout the writing process (planning collaboratively, writing individually, revising collaboratively, and rewriting individually). A cluster randomized control trial (CRT) design was opted for. To investigate the effect of the intervention on secondary school students' writing performance and self-efficacy for writing, multilevel analyses were performed. It was found that the presence of explicit instruction in combination with collaborative writing is positively related to argumentative writing performance and self-efficacy for writing. Alternating between individual and collaborative writing was not significantly different from collaborating throughout all phases of the writing process. More in-depth research into the quality of collaboration is, however, needed to gain insight into the interaction processes and writing processes that take place during collaborative writing.

International students are at risk of burnout during their studies and face challenges in their writing. This study explores the burnout and self-efficacy profiles of international students and how these profiles differ in writing conceptions. Participants were 162 international students at a research-intensive Finnish university. They completed the "HowULearn Questionnaire and the Writing Process Questionnaire". Latent profile analysis identified three profiles combining students' burnout and self-efficacy: "high burned-out students" (16.0%), "moderate burned-out students" (45.1%), and "low burned-out students with high self-efficacy" (38.9%). The profile membership was not significantly related to students' demographic, linguistic, or writing-related characteristics. The results showed that the combination of a lower level of study-related burnout and relatively higher self-efficacy led to fewer blocks, less procrastination and perfectionism, and more positive conceptions of knowledge transforming and productivity in writing. Overall, the study indicated that study-related burnout and self-efficacy contributes to understanding international students' writing processes.

Spelling difficulties are commonly associated primarily with spelling errors. However, it is not uncommon for spelling challenges to transform the whole writing process into a formidable struggle. This paper delves into the exploration of whether and to what extent analyses of children's writing processes can enhance our understanding of their difficulties, potentially contributing to the assessment of spelling challenges. We focused particularly on the degree of hesitation within words and the ability to detect and correct spelling errors among children with and without reading and spelling difficulties, as well as how these processes impact the quality and lexical diversity of their texts. Additionally, we sought to contribute to disentangling the influence of spelling and decoding abilities on these processes. A cohort of 47 children, aged 10-13, participated in the study, comprising 16 typically developing children, 16 with predominantly spelling difficulties, and 15 with both reading and spelling difficulties. Our analysis encompassed their spelling performance in both standardized tests and task-oriented writing samples, as well as an examination of their pausing and revision behaviour. As expected, we found robust correlations between the children's spelling test scores and the proportions of spelling errors in their texts. Furthermore, our findings indicated that children encountering spelling difficulties exhibited a reduced ability to detect and correct errors compared to their peers without such challenges. Additionally, they displayed a slightly higher tendency to experience word-internal interruptions, aligning with prior research. The children who also had reading difficulties produced fewer words and processed words more slowly compared to children in both the other groups. Intriguingly, process data did not reliably predict text characteristics, suggesting that dysfluent writing may not significantly detriment the overall quality of the text, contrary to our initial expectations based on prevailing writing development models. Nevertheless, the study revealed considerable individual variation, with some participants demonstrating a high degree of struggling and dysfluency, resulting in poorer text outcomes, but also others whose struggling processes led to better outcomes. We posit that the crucial aspect lies in identifying these individuals within a classroom context and gaining insights into their processes to provide them with appropriate, formative feedback and adequate writing tools to facilitate their writing.

Writing a synthesis text involves interacting reading and writing processes, serving the comprehension of source information, and its integration into a reader-friendly and accurate synthesis text. Mastering these processes requires insight into process' orchestrations. A way of achieving this is via process feedback in which students compare their process orchestration with examples. Access to such examples of enacted process orchestration models might have an additional learning effect. In the present study we replicated and extended the study of Vandermeulen et al. ("Written Communication," 40(1), 90-144, 2023) on the effect of keystroke logging data-based process feedback with feed-forward exemplars when compared to national baseline performances. In addition, we report the effect of a brief extension in which learners had the opportunity to observe an enacted model of their choice, showing one of three orchestrations of the initial stage of writing a synthesis task. A total of 173 10th-grade students were randomly assigned to a process feedback condition with or without added models. A baseline, consisting of a nationally representative sample of upper-secondary students' texts and processes, served as an alternative control group. Results showed that the process feedback, both with and without observation, had a significant effect on text quality. Regarding the process data, students in the feedback condition had a more prominent focus on the sources as they spent more time in them and switched more often between text and sources, compared to the baseline. The observation task magnified this effect.

In this discussion, we consider how the use of scenario-based assessment (SBA) can provide students with a way of developing the digital communication skills that business communication research has found they will need for the workplace, alongside other aspects of professional competence. This is because SBA can be employed to engage learners in the same types of authentic performance tasks in a situated context that they will likely encounter in their professional lives. In addition, SBA can also be used to maximize the integrity of an assignment by harnessing the positive effects of using generative Artificial Intelligence (AI) tools, while simultaneously mitigating against the misappropriation of AI by students. SBA allows learners to practice both their digital, and other, communication skills as well as contributing to their understanding of professional practice, and it also provides instructors with a powerful form of formative assessment. Our aim is to put forward a motivating and effective way of helping our students to develop the skills that they will need to become successful communicators in a postpandemic professional world.

To investigate whether a creative writing unit in upper secondary education would improve students' creative as well as argumentative text quality and to examine whether it would change students' writing behavior, we tested a creative writing unit based on encouraging writing in flow by using divergent thinking tasks. Four classes (Grade 10) participated in a switching replications design. Students received either creative writing instruction (CWI) or argumentative writing instruction (AWI). Key stroke logging software recorded students' writing processes, their Creative Self-Concept (CSC) was measured, and text quality was rated holistically. Students were positive about the design of the creative writing unit and the lessons. The effects varied per panel. The first panel showed that CWI had an effect on creative text quality compared to AWI, while AWI had no effect on argumentative text quality, compared to CWI. This pattern indicates a transfer effect of creative writing instruction on argumentative text quality. The transfer effect was moderated by CSC, with larger effects for relatively high CSC-participants. The second panel did not replicate this pattern. Instead, a crossover effect was observed of CWI in panel 1 on the effect of participating in the unit on argumentative writing in panel 2, most pronounced in high CSC-participants. Students' creative writing speed decreased in the first panel, except for students with a relatively high Creative Self-Concept, and then increased in the second panel. Our findings may guide decisions on incorporating creative writing in the curriculum.

Research communities across disciplines recognize the need to diversify and decolonize knowledge. While artificial intelligence-supported large language models (LLMs) can help with access to knowledge generated in the Global North and demystify publication practices, they are still biased toward dominant norms and knowledge paradigms. LLMs lack agency, metacognition, knowledge of the local context, and understanding of how the human language works. These limitations raise doubts regarding their ability to develop the kind of rhetorical flexibility that is necessary for adapting writing to ever-changing contexts and demands. Thus, LLMs are likely to drive both language use and knowledge construction towards homogeneity and uniformity, reproducing already existing biases and structural inequalities. Since their output is based on shallow statistical associations, what these models are unable to achieve to the same extent as humans is linguistic creativity, particularly across languages, registers, and styles. This is the area where key stakeholders in academic publishing--authors, reviewers, and editors--have the upper hand, as our applied linguistics community strives to increase multilingual practices in knowledge production.

Proposal writing is an essential requirement for making progress in academics. Learning this skill necessitates support from a mentor to cultivate effective habits. It entails effective strategies from graduate students, such as literature reading and using online tools. Additionally, they must develop an understanding of resource accountability, system thinking, and considering deadlines as a driving force. Good practices for effective proposal writing also involve planning to summarize the work done in the field. Moreover, it requires ideal mentor support by providing timely assistance, helping students overcome impostor syndrome, sharing successful proposals, and creating a cooperative environment.

Theoretical models hold that written products (e.g., quality of written composition) are the outcome of the writing process (e.g., translation, transcription, revision) and skills and knowledge on which the writing process draws (e.g., language, transcription, cognitive skills). In the present study, we examined the relations among writing quality; the writing production process measured by writing fluency; and language, cognitive, and transcription skills, using longitudinal data from English-speaking beginning writers who were followed from kindergarten to Grade 2 (N = 261). Children's working memory, attentional control, spelling, handwriting fluency, vocabulary, grammatical knowledge, and writing quality were measured in kindergarten, Grade 1, and Grade 2. Writing fluency was measured in Grade 2 in two ways, using a process-based measure, writing burst length (chunks of text produced between pauses during writing), and a product-based measure, the number of words produced per total writing time. Results from structural equation modeling showed that Grade 2 writing fluency was moderately related to Grade 2 writing quality (0.40) and completely mediated the relations of Grade 1 spelling and handwriting fluency skills to Grade 2 writing quality. In contrast, Grade 1 vocabulary was directly related to Grade 2 writing quality over and above Grade 2 writing fluency. Kindergarten working memory was indirectly related to Grade 2 writing fluency via Grade 1 spelling skill. These findings indicate that the writing production process measured by writing fluency mediates the relations of transcription skills to writing quality, and executive function is indirectly related to writing fluency via transcription skills for beginning writers.

Usage-based theories hold that mental representation of language is shaped by a lifetime of usage. Both input to which first language (L1) and second language (L2) users are exposed and their own language production affect their construction learning and entrenchment. The present study investigates L2 users' knowledge of two introductory-"it" variants, Adj-that (e.g., "it is clear that"...) and Adj-to (e.g., "it is difficult to"...). We probed the extent to which adjective-variant associations in an academic section of COCA and L2 users' engagement with academic writing affected learners' generation of adjectives distinctively attracted to the two variants. An analysis of cue-outcome contingency was conducted to establish adjective-variant associations, and an elicitation task was carried out, probing L2 users' ability to generate adjectives when prompted with the variants (e.g., "it is [blank] to"). The participants were 84 graduate students in the United States, 44 from L1 English and 40 from L1 Thai backgrounds. The results indicated that the adjective-variant associations predicted L2 users' generation of adjectives. However, academic writing engagement did not affect learners' performance. The findings suggest that statistical information in the input affects L2 users' constructional representation.

Metaphors are known to present both opportunities and challenges for second language learners, but relatively little is known about learners' awareness of them. To investigate this, we analyzed 72 argumentative essays written in English by a group of 37 intermediate Chinese university students of English. We identified metaphors using an established identification procedure, and then used dictionary descriptions and corpus procedures to identify unconventional uses. Seeking to understand students' thoughts about their uses of metaphor, we interviewed them within 2 days of the writing task. In this article, we explore the boundary between unconscious use of non-nativelike metaphors and deliberate choices. We argue that in many cases, our learners made conscious, careful language choices which they were able to articulate fluently and thoughtfully. Interview data show that sometimes they consciously decided to use a metaphor from their L1, fully aware that it was not a nativelike use in English, for one of various communicative functions. Our study extends thinking on deliberate metaphor, suggesting implications for its use in reframing research into second language metaphor use. Pedagogical implications are presented for developing learners' metaphoric competence in L2 writing classrooms.

This case study focuses on how two learners position themselves as partners in a collaborative writing activity in a Spanish Writing course. I utilize a micro-discourse analytic approach (Eskildsen & Markee, 2018; van Compernolle, 2015, 2018) to highlight the situated nature of collaboration and the dynamicity of the collaborative writing process as it unfolds turn-by-turn during their interactions. This type of analysis permits researchers to explore how learners orient to their partners and to the language they are producing, and what learners do with their talk (Markee, 2000), so that researchers can observe their competence-in-action (Pekarek Doehler, 2013). The discursive practices of the pair suggested that they viewed collaboration as a way to trade off the role of being expert based on whether their attention was focused on content or language.

The iterative process of writing a co-authored manuscript may take several months to complete. Draft-in-a-day is an alternative group-based approach to writing that draws on concepts from social cognitive and group dynamics theories to efficiently write the first draft of a manuscript, while providing rich opportunities for trainees to develop their writing skills. The purpose of this paper is to explore the usefulness and acceptability of draft-in-a-day by examining individual's experiences using the draft-in-a-day protocol. Twelve participants (four professors, eight trainees) who had used the draft-in-a-day protocol completed an online questionnaire about their experiences. Participant responses were analyzed using Braun and Clark's (2006) thematic analysis. There were four broad themes: group/social aspects, writing process, effectiveness/efficiency, and other. Overall, participants found a benefit to using the draft-in-a-day protocol for team-based writing. Participants were receptive to the draft-in-a-day method of writing, reported being very likely to use it in the future (M = 4.9, SD = 0.28; scale 1-5), and provided suggestions for improvement. This early-stage research provides a framework for efficient group-based writing in sport and exercise psychology.

In recent years, an array of studies has focused on 'translationese' (i.e., unique features that manifest in translated texts, causing second language (L2) writings to be similar to translated texts but different from native language (L1) writings). This intriguing linguistic pattern has motivated scholars to investigate potential markers for predicting the divergence of L1 and L2 texts. This study builds on this work, evaluating the feature importance ranking of specific translationese markers, including standardized type-token ratio (STTR), mean sentence length, bottom-frequency words, connectives, and n-grams. A random forest model was used to compare these markers in L1 and L2 academic journal article abstracts, providing a robust quantitative analysis. We further examined the consistency of these markers across different academic disciplines. Our results indicate that bottom-frequency words are the most reliable markers across disciplines, whereas connectives show the least consistency. Interestingly, we identified three-word lexical bundles as discipline-specific markers. These findings present several implications and open new avenues for future research into translationese in L2 writing.

Feedback is necessary for English language Teaching (ELT) students due to their difficulties while writing theses. Presently, limited research has been conducted on students' preferences and perspectives regarding feedback received on the thesis. Many undergraduates extend or discontinue their four-year studies due to thesis advisers' unprecedented expectations, which discourage timely responses to feedback. Therefore, this research examined students' opinions regarding the types of feedback preferred during thesis preparation. This research used a case design and recruited participants from groups of students completing their theses under the supervision of seven doctoral-level advisers. Key findings were that thesis advisers' feedback on students' research projects was insufficiently detailed as opposed to the significant amount anticipated. In this case, the advisers may have been unaware of the amount of significant feedback required on initial and subsequent drafts. Besides, advisors provided more feedback on linguistic than content issues, as opposed to students of undergraduate level due to limited research capacity. The results showed that students are expected to have written and oral feedback in the one-to-one consultation.

This research was motivated by some multicultural classroom students' reactions to practicing writing argumentative text including the fact that Indonesia's adult literacy rate of 95% is not accompanied by the ability to recognize and adopt composed facts, which on average is very little. This research was formerly aimed to depict how multicultural classroom students react to deploying rhetorical strategies to write and advance their linguistic skills as well as cultural diversity. The research approach adopted in this research was qualitative. The types of data sources in this study are documents in the form of various thesis manuscripts from a multicultural classroom of Masters' Study programs at UIN SATU Tulungagung. The data collection technique applied to the main data source in the form of archives or written documents is to rely on the note-taking technique and administrating one online questionnaire survey to thirty-two students as well as attending an interview. In the thesis of multicultural classroom deployed seven strategies counting definition, comparison, cause-and-effect, problem-solution, means-end, listing, partition strategies were applied by students in argumentative text units which they compiled at various levels, both at the sentence unit level, paragraph unit, and essay unit; several facets of appealing the students experience in writing argumentative text also appeared promoting linguistic and cultural diverse in composing argumentative text counting 5 linguistics facets and 2 cultural diverse such as argumentative state/disputatiousness, probing and assortment criticism, adopting composing typical, recognized arrangement, pondering on preceding insight, instructors' concentrating on awareness development, indigenous upbringing; experience of deploying rhetorical strategies in order to enhance linguistic skill counting conceptual and procedural knowledge to the same degree credibility, logic and emotion mainly deploying cognitive, social, search and metacognitive strategies.

Background: 'Snack writing' is a term coined to describe regular short bursts of writing on a larger academic writing task. There is extensive research on academic writing, but research on 'snack writing' is limited. Moreover, the idea of 'snack writing' in an online environment is not evident in the literature. Objectives: The study objectives were: (1) to evaluate the effectiveness of an online 'snack writing' group; and (2) to identify what might enable or constrain productive academic writing amongst group members. Method: A reflective evaluation approach was used, in which participant researchers studied online chat data over a 6-month period. The study was framed by Activity Theory, in which digitally connected writing is understood as a new mediational means within an academic writing system. Results: 'Snack writing' in a digital environment was found to be effective when the writing task was focused, appropriate to the time available, and connected to a larger writing task. Goal setting, debriefing, and reflecting kept writers focused, while seeing a writing task develop over time enhanced confidence. Including writers with different levels of experience was effective for developing and sharing writing practices. Conclusion: Regular participation in digitally connected 'snack writing' is effective as it builds a supportive writing culture. Contribution: The study contributes to an understanding of how short bursts of writing in a digitally connected space could benefit academic tasks. The findings are therefore of use to postgraduate scholars, academics, and all those who want to progress an academic writing task when time is limited.

The concepts of 'graduateness' and graduate attributes became contested terrain before COVID-19 destabilised even the most assured of shared learning constructions. Indeed, for those of us immersed in the delivery of work-based learning (WBL), this has long been the case. Promotion of reductive notions of 'skills' acquisition to comply neatly with an employability agenda holds little relevance for those students already engaged in full time careers, and with a wealth of professional experience. What can hold influence and interest, however, is the opportunity to engage in meaningful, agentic, professionally-aligned reflective practices as a scaffolded route to promoting self-awareness and developing confidence in mapping competences from the professional domain to the academic (and vice versa). This paper shares an account of taking an embedded approach to supporting the development of academic literacies amongst work-based learners in one UK HEI. In particular, it will consider the use of reflective pedagogical tools and values in supporting work-based learners to become confident and adaptable writers. Discussion considers how work-based pedagogies and approaches may have far-reaching relevance in a post-pandemic landscape, where reskilling and professional agility are likely to become more prolific aspects of education and work. Writing itself is framed as an integrated communication practice that encompasses literature retrieval, reading, evaluation, synthesis and articulation of argument. The paper will describe pre-pandemic academic support activities and share qualitative survey data in which students consider their confidence as both professional and academic writers. It concludes with consideration of how some of the approaches outlined may have relevance for the wider academic community.

The concept 'literacy crisis' has framed ChatGPT's popularity, its rapid evolution, and its seemingly sophisticated language and knowledge performance. The concept helps scholars and teachers easily enter conversations about artificial intelligence (AI) text generation technologies and how they transform the notions of authorship, research, labor, copyright, and writing. Antonio Byrd uses the literacy crisis as a starting point in this essay but in the opposite direction. By responding to literacy crises with a back-to-basics pedagogy, composition studies has participated in histories of linguistic punishment that have shaped how writers produce, edit, and publish texts; these punishments create the presence of power and ideology in the corpus texts large language models (LLMs) use for training. While learning new literacy practices and teaching strategies with LLMs, there is also the responsibility for participating in the creation of the next iteration of public data that contain contemporary ideologies on language and culture. AI and writing involve critical inquiry on relationships with these corpus texts. Integrating this critical inquiry may maximize students' writing practices with AI and extend their rhetorical awareness of what's at stake when they go public with their writing to participate in cultural and political conversations.

The common arguments about potential student use of these technologies suggest artificial intelligence (AI)-assisted writing will damage student learning by shortcutting the writing process. There is a further worry that AI-based pedagogy will de-skill students by reducing writing to a mere editing practice. Additionally, some suggest that students will fail to do adequate background research, relying on dubious or non-existent AI-generated sources. Ultimately, these concerns indicate a view of AI-assisted writing where students can essentially parachute their way into the last stages of the writing process, skipping past considerable effort and learning. S. Scott Graham largely rejects these worries because they simply do not fit with his understanding of how writing works. At their core, each of these concerns is marked by a problematic commitment to a limited and linear process-based model of writing. Instead, he thinks writing instructors and scholars of writing studies can consider how their hard-won insights about diverse and variable writing practices might allow for robust writing pedagogies that engage, rather than prohibit, use of AI. He argues in this article that there is already a post-process pedagogy however he first discusses what exactly these new AI systems can do.

Concerning the sophisticated, contextual, and valid development of language learning assessment in EFL writing fields, it is highly recommended for EFL teachers to advance their learners' writing skills progression under the supervision of self-assessment. It has been a widespread belief by previous researchers that the continual utilization of self-assessment in writing learning processes can potentially breed more proficient and independent writers. Coupled with this premise, this present small-scale qualitative study was conducted to profoundly investigate Indonesian university EFL learners' specific perceptions toward self-assessment in writing learning dynamics with the help of qualitative content analysis. 10 online Likert-scale questionnaire items along with 5 open-ended written narrative inquiry questions were distributed to 15 English Education Master Students, Sanata Dharma University. The obtained research results unfolded that the ineluctability of self-assessment activities is pivotal in breeding more professional EFL writers capable of creating more qualified writing products. For the further advancement of this current investigation, future studies are strongly prompted to thoroughly involve ample research participants to be accompanied by more comprehensive research instruments.

Even though K-12 educators must assess student learning and adjust instruction based on learning data, many teachers lack confidence in their ability to assess. Because low confidence levels may be due to inadequate teacher preparation, this study invokes the pivotal SoTL project, Transparency in Learning and Teaching (TILT), as it examines TILT's impact on twelve undergraduate ELA teacher candidates (TCs). The hypothesis was that TILT would not only enhance undergraduate TCs' learning outcomes in an ELA methods course, but also scaffold their early development of assessment literacy. Findings support the hypothesis but indicate that TCs would benefit from additional instruction in assessment design prior to implementing assessments in field placement settings. Findings also point to potential for future SoTL studies across disciplines and in broader contexts to align with trends in higher education, such as high-impact practices and cross-institutional partnerships.