No Penulis/Judul/ Variabel/construct/ Grounded Theory Hasil Role

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1 Genre-based L2 1. Writing Self- 1. Writing instruction and Our data indicate that over the Dukungan
writing instruction regulation L2 writing-specific course of genre-based L2 writing Sitasi
and writing- 2. Writing Self- psychological theory instruction, the students with
specific efficacy L2 respective profiles were able to
psychological 3. Writing Anxiety develop a stronger capacity for
factors: The 4. Ideal L2 writing self-regulation and to
dynamics of Writing Self sustain and consolidate their
change(Han & writing self-efficacy. One unique
Hiver, 2018) finding was that the final profile of
many learners was characterized by
elevated levels of writing anxiety.
However, because this was
combined with moderate-to-strong
levels of writing self-regulation and
writing self-efficacy it suggests that
an- xiety can co-exist in
constructive configurations, such as
alongside adequate levels of self-
reg- ulation and self-efficacy that
can offset this. We discuss the
contribution of our findings in re-
lation to understanding how L2
learners experience motivational
changes in instructional settings of
L2 writing.
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2 Effect of strategy 1. Content 1. Positive effect of SI on The success of the intervention is Dukungan
instruction on 2. Organization integrated writing highlighted in the experimental Sitasi
EFL students’ 3. Language performance group students’ substantial
video-mediated 4. Citation improvement in their overall
integrated writing 5. Verbatim writing scores and particularly in
performance the citation and verbatim scales
Ifigeneia(Machili, especially at intermediate and
Papadopoulou, & advanced level. Our findings
Kantaridou, 2019) suggest the positive impact explicit
SI has on integrated writing
performance. They also highlight
the value and feasibility of using
video in instruction and assessment
of integrated writing in EAP
contexts.
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3 Utility of 1. Context- 1. Corrective / Such research, being largely Dukungan
focused/comprehe independent comprehensive experimental/quasi-experimental, Sitasi
nsive written feedback for authentic has generated findings that are tan-
corrective 2. Limited error class writing gentially relevant to authentic
feedback research types classrooms. This article attempts to
for authentic L2 problematize existing feed- back
writing 3. Short-term scope research by examining three
classrooms(Lee, key issues – ambiguity of pertinent
2020) 4. Standardized and terms, laboratory-like classroom
static conditions, and narrow scope of
research. The article also provides
5. Focused/compreh suggestions on how these problems
ensive WCF may be addressed so that feedback
polarized scope research could be made more
relevant to authentic classroom
6. Lopsided contexts.
feedback

7. Instruction
withheld

8. Limited student
role

9. Non-interactive
Teacher
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4 Motivation and 1. Configural 1. Motivation Although the findings showed a Dukungan
self-regulated 2. Metric influences SRL general pattern that the high achievers Sitasi
strategy use: 3. Scalar strategy on reported higher levels of motivation
Relationships to 4. Residual students from (i.e. growth mindset, self-efficacy, and
primary school 5. Factor variance different writing interest) and self-regulated learning
students’ English 6. Factor competence groups (SRL) strategy use than the average
writing in Hong covarianceSRL as a whole achievers, who in turn outperformed
Kong(Bai & Guo, 7. Self-efficacy the low achievers, all the students
2019) 8. Interest in writing showed quite a low level of interest in
. English writing. Interestingly,
9. Planning motivation impacted SRL strategy use
10. Self-monitoring very differently for students of
11. Acting on different writing competence groups
feedback on the whole. Three-group Structural
Equation Modelling (SEM) suggested
that growth mindset had the strongest
and most significant correlations with
all students’ use of SRL strategies.
However, interest and self-efficacy
had different relationship patterns with
SRL strategy use among the high,
average and low achievers. Interest
had no significant relations with the
high achievers’ SRL strategy use,
while self-efficacy had no significant
relations with the low achievers’ SRL
strategy use. Implications for English
teachers to improve differentiated
instruction are discussed.
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5 Syntactic 1. Pre-Adjective 1. Implications for research on Results reveal little variation in Dukungan
complexity and 2. Post-Preposition syntactic complexity and clausal subordination and Sitasi
writing quality in 3. Participle pedagogy of ESL coordination, but statistically
assessed first-year 4. Possessive Noun composition significant lower complex nominal
L2 writing(Casal 5. Relative Clause densities, mean length of clauses
& Lee, 2019) (phrasal measures), and mean
length of T-units (global measure)
in low-rated papers. Analysis of
complex nominal composition
using the Stanford Tregex with
differences assessed with a one-
way MANOVA shows that the
highest densities of complex
nominal types are present in high-
rated papers, with statistical
significance in adjectival pre-,
prepositional post-, and participle
modification, and the lowest
densities in low-rated papers. While
clausal complexity did not
demonstrate a relationship with
assessed quality, both global and
phrasal complexity features appear
to be important components. We
conclude with implications for
syntactic com- plexity research and
ESL composition pedagogy.
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6 Syntactic 1. Adverbial 1. Development of With regard to large-grained Dukungan
complexity clauses syntactic complexity in measures, it is found that students Sitasi
development in Complement writing with higher writing proficiency
the writings of clauses tend to produce longer language
EFL learners: units, more subordinate clauses,
Insights from a 2. Relative more coordinate clauses, and more
dependency clauses noun phrases in their writings;
syntactically- mean length of T-unit, mean length
annotated 3. Possessive of sentence, and dependent clauses
corpus(Jiang, Bi, modifiers per clause can better predict writing
& Liu, 2019) Compound proficiency than other traditional
nouns large-grained measures. As for
fine-grained measures, it is found
4. Adjectival that three types of subordinate
modifiers clauses, that is, adverbial clauses,
complement clauses and relative
5. Prepositional clauses, and two types of noun
phrases as modifiers, that is, prepositional
attributes phrases and adjectival relative
clauses, occur more frequently in
6. Adjectival the writings of more proficient
relative learners; the frequency of
clauses compound nouns correlates
negatively with writing proficiency
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7 Effects of teacher- 1. at/on/in: 1. Teacher-scaffolded and Results provide support for Dukungan
scaffolded and prepositions of time self-scaffolded previous CF research: mixed Sitasi
self-scaffolded 2. adverbs of corrective feedback on ANOVA results suggest that all
corrective frequency: always, grammar accuracy in L2 three groups experienced similar,
feedback never, etc. English writing significant, and durable increases in
compared to direct 3. most (of); some (of); grammatical accuracy. The study
corrective all (of); etc. contributes to existing knowledge
feedback on 4. comparatives and by a) using linear regression to
grammatical superlatives demonstrate that quality of
accuracy in 5. definite and metalinguistic reflections does not
English L2 indefinite articles: necessarily predict an increase in
writing(Boggs, limited range of grammatical accuracy; b)
2019) applications, such as establishing that there may be
first and second difficulties in scaffolding oral
mention and using metalinguistic reflections with the
the with things in described population; and c)
nature – they sky, drawing on data from the
the ocean, etc. background survey and interviews
6. subject/verb to inform the interpretation of the
agreement results.
7. plural -s
select tenses: simple
present; present
continuous; simple
past; future
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8 Are two heads 1. Lexical complexity 1. Collaborative Collaborative planning had Dukungan
always better than 2. Syntactic planning on L2 advantages over individual Sitasi
one? The effects complexity writing with ko planning in fluency and syntactic
of collaborative 3. Accuracy mpleksitas task com- plexity, but not in accuracy.
planning on L2 4. Fluency Furthermore, its effects on lexical
writing in relation complexity were affected by task
to task complexity: collaborative planning
complexity(Kang and individual planning resulted in
& Lee, 2019) a similar level of lexical complexity
on complex tasks, but individual
planning was much more beneficial
on simple tasks. The pedagogical
and research implications of these
results are discussed.
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9 The writing of 1. Length-based 1. Longitudinal analysis Results show that students develop Dukungan
Spanish majors: A Mean length of of syntactic certain measures more than others, Sitasi
longitudinal clause (MLC) complexity in writing with the greatest growth in length-
analysis of 2. Mean length of majors based measures. Additionally, the
syntactic T-unit (MLTU) importance of inter-learner varia-
complexity(Menk 3. Mean length of bility is evident, as participants
e & Strawbridge, noun phrase show clear individual tendencies.
2019) (MLNP) Findings are discussed in light of
4. Inter-clausal methodological choices, and
relation- ship implications for university FL
indices Clauses / major programs are explored.
T-unit (C/T- U)
5. Grammatical
intricacy (GI)
6. Simple sentence
ratio (SSR)
7. Phrasal/clausal
variety Noun
Phrase Accessib-
ility Hierarchy
(N- PAH)
8. Noun Phrase
Modific- ation
Types
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10 The role of 1. language 1. Working memory in Students gained lower scores on the Dukungan
working memory independence written performances on non-academic version of an editing Sitasi
in young second 2. suitability for learning task than on most other types of
language learners’ young learners tasks. WM functions had no
written 3. feasibility significant relationship with L2
performances(Mic regarding time writing scores, except for the
hel, Kormos, restrictions of the academic editing task. In Grade 7,
Brunfaut, & research. the effect of WM was not
Ratajczak, 2019) significant on the integrated Listen-
Write task, but it resulted in the
change of expected score. Learners
with high working memory in
Grade 6 showed somewhat more
consistent performance across tasks
than did lear- ners with low
working memory.
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11 Verb argument 1. Descriptive 1. Complexity of verbal The findings indicate that VAC- Dukungan
construction 2. Independent argument construction based complexity measures vary by Sitasi
complexity 3. Integrated and writing quality L2 writing tasks and that the
indices and L2 relationship between VAC
writing quality: measures and L2 writing quality is
Effects of writing also task-dependent with few
tasks and prompts prompt-based effects.
Tamanna(Mostafa
& Crossley, 2020)
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12 Effect of the 1. Linguistic 1. Linguistic complexity of Compared to the unsimplified Dukungan
linguistic complexity of the input text on alignment, version, the simplified version Sitasi
complexity of the input text fluency of writing, and resulted in more automatic
input text on 2. Situation model accuracy of writing alignment and greater improvement
alignment, writing completeness in writing fluency and accuracy.
fluency, and Alignment The implications of these findings
writing accuracy strength for writing pedagogy are discussed.
in the continuation 3. Alignment
task(Peng, Wang, automaticity
& Lu, 2020) 4. Writing fluency
5. Writing accuracy
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13 A comparative 1. Grammar 1. Focused vs The results revealed that the Dukungan
study of the 2. Reading comprehensive focused groups were more Sitasi
impact of focused 3. paragraph writing corrective feedback and successful than the comprehensive
vs. comprehensive 4. for instance revision on writing ones in reducing their words errors
corrective 5. adjectives before accuracy at T2; no significant effect was
feedback and noun observed for revision. Also, the
revision on ESL 6. the structure of focused-revision group
learners’ writing relative clauses outperformed the other groups at
accuracy and both T2 and T3 in reducing their
quality(Rahimi, sentence errors. The
2019) comprehensive-revision, however,
group was more successful than the
other groups in improving their
overall written accuracy. The
results also showed that the
focused-revision group made more
improvement than the other three
groups in their writing quality at
T3.
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14 Reading–writing 1. Specifics 1. Comprehensive corrective The results demonstrated that (1) Dukungan
integrated tasks, 2. Developed Ideas feedback, and writing the EE and CF groups Sitasi
comprehensive 3. Overall Clarity developmen outperformed the control and CE
corrective 4. Interest groups on the posttest and
feedback, and 5. Thesis outscored the control group on the
EFL writing 6. Introduction delayed posttest with respect to
development(Zha 7. Logical Sequence language, although there were no
ng, 2017) 8. Conclusion significant differences among the
9. Unity three experimental groups in
10. Vocabulary overall, content, and organization
11. Variety of Form scores; (2) the input language of the
integrated reading–writing task had
a significant effect on language
accuracy in the resulting essays;
and (3) there was no significant
correlation between content
alignment and language accuracy
for the CE group, whereas for the
EE group, a significant positive
correlation was observed not only
between content and language
alignment, on the one hand, and
language accuracy, on the other
hand, but also between content
alignment and language alignment.
Keywords
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15 The Differential 1. Immediate 1. Differences in form of A mental effort measure Dukungan
Effects of accuracy comprehensive feedback ofcognitive load revealed that Sitasi
Comprehensive 2. Accuracy in language writing participants’ cogni- tive load was
Feedback Forms development classes significantly lower when
in the Second 3. Attitudinal processing direct corrections
Language Writing engagement targeting grammar issues.
Class(Steendam, Questionnaire answers also yielded
2018) a significant attitudinal difference
between the direct feedback groups
and their metalinguistic
counterparts
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16 The Relationship 1. Mean length 1. Complexity of Results from mixed-effects Dukungan
Between First and ofwords in Relationship Between modeling revealed significant Sitasi
Second Language characters First and Second relationships between L1
Writing: 2. Lexical density Language Writing complexity and L2 complexity for
Investigating the 3. Number of all but one measure, indicating that
Effects of First different words an L1 effect is robust across
Language 4. Type–token ratio different levels of linguistic
Complexity on 5. Logarithmic type– description.
Second Language token ratio
Complexity in 6. Corrected type–
Advanced Stages token ratio
of 7. Root type–token
Learning(Ströbel, ratio
Kerz, & 8. Mean length of
Wiechmann, clause
2020) 9. Mean length of
sentence
10. Mean number of
clauses per
sentence
11. Mean number of
coordinate phrases
per clause
12. KolmogorovDeflat