Mixed-ability EFL classrooms present a persistent instructional challenge, as heterogeneous writing proficiency levels among students are rarely addressed effectively through a one-size-fits-all approach. Empirical studies that specifically investigate the effect of Differentiated Instruction (DI) on EFL writing achiev...
Sabilla Amelia Putri, W. I. Asyhar, Kristanti Yuntoro Putri· EDUCATOR Jurnal Inovasi Tena...· 0 citations
Findings showed that students’ in-class essays followed culture-bound rhetorical patterns that differed from those typical of English academic writing, and indicated that the immediate feedback from AI-powered writing tools stimulates students’ critical engagement with text production and organization and improves ling...
Audronė Raškauskienė, R. Zhussupova· Studies About Languages· 0 citations
Effective academic writing requires more than grammatical accuracy; students must also organize ideas clearly, use language correctly, communicate efficiently, and sustain reader engagement. This study examined changes in the writing performance of second-year Bachelor of Science in Information Technology (BS-IT) stude...
Kent Leo Estaura, Ian Rey Laid· Psychology and Education: A...· 0 citations
Writing development constitutes an essential component of academic success in higher education, as students are expected to demonstrate increasing control over organisation, grammar, vocabulary, coherence, and mechanics throughout their academic careers. Yet, understanding how writing develops remains a complex issue....
Widad Elfiraoui· International Journal of Lan...· 0 citations
In the context of academic writing, students’ capacity for independent writing is crucial to both their academic achievement and intellectual development. This study sought to explore the effectiveness of scaffolding writing instruction to promote students’ autonomy in concept paper writing. Employing an explanatory se...
Whiliane Jane Reoja, Joram Ausente· Journal of Higher Education...· 0 citations
Abstract. The urgency of this study lies in the need for personal experience-based writing activities to improve elementary students’ descriptive writing skills. This study compared the development of descriptive writing skills among students who received a personal experience-based Direct Writing Activity (DWA) and th...
Restia Khoerunisa, Hilman Mangkuwibawa, Inne Marthyane Pratiwi· Cokroaminoto Journal of Prim...· 0 citations
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