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211 Student preferences 1. Mechanical 1. feedback in EFL Finally, feedback was Dukungan
vis-à-vis teacher 2. Content writing classes utilized only to a modest Sitasi
feedback in extent, a result that
university EFL highlights the need to
writing classes in encourage and train students
Japan in its use. The study
concludes with suggestions
for further research.
212 Multilingual 1. GENERAL 1. multilingual writing Findings suggest that Dukungan
writing in an age of CLUSTER in an era of classroom practices related Sitasi
accountability: 2. REMEDIAL accountability to the current standards and
From policy to CLUSTER accountability climate were
practice in U.S. 3. HONORS CLUSTER socializing adolescent
high school 4. HEALTH CLASSES multilingual writers into
classrooms 5. ENGLISH CLASSES narrow restrictive norms for
6. SCIENCE CLASSES academic writing, with the
most restrictive norms
occurring in the classes with
the greatest enrollment of
multilingual writers. This
study highlights the
influence of macro-level
contextual factors on
particular classroom-level
writing practices and norms,
and suggests the need for
theories of second language
writing that account for
these influences, particularly
 in studies of multilingual
adolescents in mainstream
classrooms. # 2011 Elsevier
Inc. All rights reserved.
213 The effects of 1. i.e. 1. the effects of The findings show that the Dukungan
strategy-based 2. planning teaching strategy- intervention achieved a Sitasi
writing instruction 3. text-generating based writing significant treatment effect
in Singapore 4. feedback handling on both the participants'
primary schools 5. revising writing competence and
their strategy use, namely,
text-generating, feedback
handling, and revising. The
qualitative analyses also
suggest the experimental
students orchestrated their
strategy use better than
before.
214 A glimpse into E- 1. dialogue journal 1. E-Mail Dialogue In view of that, this paper Dukungan
Mail Dialogue writing Journal Writing discusses writing anxiety Sitasi
Journal Writing 2. writing anxiety (EDJW) and writing among gifted learners while
(EDJW) and anxiety on theory promoting e-mail dialogue
writing anxiety journal writing (EDJW) as a
among gifted contemporary approach that
learners gives more opportunities for
gifted learners to write
besides helping them to
reduce their writing
apprehension.
215 Investigating the 1. grammar 1. investigate the type The results of a one-way Dukungan
effects of two types 2. content of feedback on EFL ANOVA indicated that Sitasi
of feedback on EFL 3. organizations writing teacher feedback was a
students' writing significant factor

216 Writing instruction 1. Tracing and copying
in Jordan: Past, 2. completing sentences
present, and future 3. looking and
trends completing
4. answering questions
5. writing them listening
6. writing missing words
looking at pictures
7. making sentences
8. comparing
9. contrasting two things
10. writing e-mails
influencing students’ writing
performance in the two
experimental groups. The
results also pointed to a
significant difference in the
performance of the students
in uncoded-feedback group
over those in the direct-
correction feedback group
and no-feedback control
group. The results of the
study support the claim that
error feedback in general
helps in EFL learners' better
writing performance and
that uncoded feedback,
compared with direct
corrections, is providing a
more effective strategy to
react to students' writings.
1. writing instructions It turned out that a host of Dukungan
on theory factors, internal and Sitasi
external, have contributed
negatively to students’
acquiring the desired level
of competence in English
writing. However, because
the balance of power in the
Middle East has been
redefined and because new
communication technologies
such as the internet, e-mail
 messaging, web-page
authoring, and cyber-
communication have been
advanced, students’ desire to
learn English has been
refueled.
217 Teacher-student 1. Setting collaborative 1. collaborative The findings revealed that Dukungan
interaction on ground rules Praising learning and writing the approaches adopted by Sitasi
wikis: Fostering 2. Guiding the writing the teachers in this study
collaborative steps ranged from directive to
learning and 3. Promoting joint dialogic. Where the teachers
writing construction of took a more directive
meaning and form approach, students tended to
4. Giving formative interact with the teacher
feedback rather than with the peers
5. Suggesting resources and wrote by themselves in-
6. Promoting individual dividually. Where the
contributions teachers adopted a more
Adopting the editor dialogic approach, however,
role there was greater student-to-
7. Prescribing the student interaction and
content and form collaboration leading to
Adopting the monitor jointly constructed texts.
role Such find- ings point to the
benefits of adopting a
dialogic approach to
teaching during wiki-
mediated collaborative
writing activities.
218 Psychology and 1. Writing Apprehension 1. psychology and EFL The findings revealed that Dukungan
EFL Writing Test writing on theory participants possessed Sitasi
2. ESL Writing positive attitudes towards
 Apprehension Scale writing in English, were
3. Writing Attitudes moderately apprehensive
Scale regarding writing in English,
4. Writing Self-efficacy and moderately rated their
Questionnaire perceived ability (self-
efficacy beliefs) to write in
English. The results also
showed that none of the
three psychological
variables correlated with or
predicted the writing
competence of the subjects.
219 The effects of wikis 1. organization 1. performance of The implications of the
on foreign language 2. elaboration writing in a foreign results are that wikis can
students writing 3. coverage language benefit teachers and students
performance 4. clarity by improving their writing
5. links skills in accuracy and
6. intent quality in a collaborative
environment.
220 Analysing errors of 1. Reading 1. analyze errors in The results seem to indicate Dukungan
CLIL and non- 2. Writing written and oral that grammar was the area Sitasi
CLIL primary 3. Listening production in writing of English in which learners
school students in 4. Speaking found more difficulties and
their written and that non-CLIL students
oral productions: a made significantly more
comparative study errors than CLIL learners in
the oral texts.
221 Analysis of 1. Length of sentential 1. analysis of the The scores on the general Dukungan
syntactic units syntactic complexity quality of the writings and Sitasi
complexity in 2. Sentence composition of ELF authors on on all syntactic complexity
secondary 3. Proposition combining theory measures increased from
education ELF and clause linking grade 3 to grade 4 and for all
 writers at different 4. Syntactic phrasal but one sentential
proficiency levels complexity complexity measure
(compound-complex
sentence ratio) the increase
was statistically significant.
Girls obtained a higher score
in the general quality of the
compositions and in all the
measures examined, and for
four measures the difference
in score was significant.
222 L2 Writer’s 1. Topic Sentence 1. The Writer's Attitude These findings suggest L2 Dukungan
Attitudes to 2. Supporting Point to the Outline of the writers may believe there is Sitasi
Outlines in a First- Writing Course a correlation between
Year University outlining and successful
Writing Course in essay writing. Participants
the UAE who completed multimodal
outlines also responded
favourably to learning new
technology—implications
that suggest technology can
increase engagement in the
learning process.
223 Benefits of mobile 1. grammatical errors 1. benefits of mobile Nevertheless, measures of Dukungan
instant messaging 2. lexical errors messaging for ESL syntactic complexity Sitasi
to develop ESL 3. mechanical errors writing together with lexical
writing diversity were not
conclusive as the
independent parameters for
syntactic complexity
showed no significant
differences between the two
 groups. WhatsApp
constitutes a powerful
educational tool to
encourage second language
interaction among
participants and its
tremendous potential to
activate students'
involvement remains one of
the least exploited
functionalities of mobile
phones.
224 Phrasal complexity 1. finite dependent 1. phrasal complexity The findings of this study Dukungan
in academic clauses in academic writing help further our un- Sitasi
writing: A 2. nonfinite dependent derstanding of how
comparison of clauses academic writing becomes
abstracts written by 3. dependent phrases more complex with
graduate students 4. adverbial experience.
and expert writers 5. complement
in applied 6. noun modifier
linguistics
225 Linking adverbials 1. consumer behavior 1. linking adverbials in Findings include relative Dukungan
in L2 English 2. economic issues L2 academic writing overuse of additive linking Sitasi
academic writing: 3. environmental adverbials (e.g., in addition,
L1-related challenges also) by L1 Arabic writers,
differences contrastive linking
adverbials (e.g., however)
by L1 Chinese writers, and
appositional linking
adverbials (e.g., in fact,
indeed) by L1 French
writers of L2 English.
 Pedagogical implications of
these findings are discussed.
226 Predicting EFL 1. Idea 1. structural equation The results show that tasks Dukungan
writing ability from 2. Organization modeling in writing affected the situation model Sitasi
levels of mental 3. Conventions Sentence and several surface level
representation 4. Fluency Word Choice latent variables. Mul- tiple
measured by Coh- 5. Voice interactions were identified
Metrix: A structural between writing quality and
equation modeling levels of representation,
study such as the Syntactic
Complexity latent variable
predicting the situation
model and the situation
model latent variable
predicting Conventions and
Organization. Implica- tions
for writing assessment
research are discussed.
227 Constructed 1. narrative 1. socialization on The paper goes on to show Dukungan
dialogue as a 2. cause/effect written academic that by fabricating and Sitasi
resource for 3. comparison/contrast discourse in EAP enacting the speech of writer
promoting 4. argument. classrooms and reader as engaged in this
students’ mutually dependent process,
socialization to the professor both
written academic dramatizes and demonstrates
discourse in an the socio-cognitive nature of
EAP class academic writing and
reading, thereby supporting
similar points she makes
more directly in class.
228 Improving the 1. Corrected Model 1. Development of The results of the study
Persuasive Essay 2. Intercept Regulatory indicate that SRDS are
 Writing of Students 3. PRSSV Strategies in writing found effective on writing
of Arabic as a 4. Group persuasive essay for (AFL)
Foreign Language 5. Error students in general, also that
(AFL): Effects of the most predictable skills to
Self-Regulated be improved are
Strategy respectively: paragraph
Development writing, creating ideas,
organization, clarity of
position, and sentence
structure and vocabulary.
229 Not to scale? An 1. Passive and active 1. argument-based The results indicated that Dukungan
argument-based voice inquiry into the the scale largely appeared to Sitasi
inquiry into the 2. Gerunds and validity of the L2 function as it was intended,
validity of an L2 infinitives writing rating scale despite the fact that it could
writing rating scale 3. Past unreal have benefited from some
conditionals revisions. The implications
4. Identifying adjective support that L2 practitioners
clauses must make principled and
5. Simple past, present justified decisions about the
perfect, and present scoring criteria that they
continuous include in scales when
assessing ESL students’
writing.
230 Peer Correction: 1. Content 1. Improve Writing The pretest consisted of two Dukungan
The Key to 2. Organization Skills in a Foreign tests, one was a Michigan Sitasi
Improve the Iranian 3. Vocabulary Language Test to determine the
English as a 4. Language Use homogeneity of the groups,
Foreign Language 5. Mechanics and the other was a writing
Learners` test. At the end of the
Productive Writing semester, a posttest (a
Skill writing test) was
administered to both groups
 to be sure of the effect of the
treatment. The statistical
analyses of pre-test and
post-test proved that peer
correction was useful in
improving the subjects’
writing skill.
231 The interface 1. direct 1. interface between a Based on the results, the Dukungan
between English 2. indirect coded sense of efficacy and relationship between Sitasi
teachers’ sense of 3. indirect encoded feedback on writing, English teachers’ sense of
efficacy and their 4. vague and writing efficacy and the feedbacks
feedback on 5. contradictory achievement on form and content of the
learners’ writing, 6. unsystematic writings and also those in
and learners’ 7. inconsistent the form of general
writing comments turned out to be
achievement statistically significant.
Besides, it was shown that
there was a statistically
significant difference
between the mean scores of
the writing achievement of
the students in each group.
232 Assessing Turkish 1. speaking 1. basic education in The data of the research Dukungan
language books 2. reading terms of creative have been gathered by Sitasi
used for the first 3. writing writing OS document examination
and second echelon 4. listening principles method, among qualitative
in primary research methods. A total of
education in terms 638 activities and
OS principles of instructions in Turkish
creative writing Language textbooks have
been reviewed separately;
the activities and
 instructions are evaluated
according to our purpose.
Direct quotations were taken
and interpreted from the
examined texts by
presenting the findings with
frequencies in tables.
233 Improving 1. involved drafting 1. improve writing These findings thus has Dukungan
Malaysian rural 2. editing skills called for Malaysian English Sitasi
learners’ writing 3. rewriting teachers to reconsider their
skill: A case study approach which is more
exam-oriented and focused
more on the process itself in
teaching English language.
234 Developing study 1. learning 1. develop learning However, to make both the Dukungan
materials in the 2. motivation materials on on- line and traditional Sitasi
Course of Academic Writing learning efficient and
Academic Writing successful, it is necessary to
prepare its content
thoroughly. Therefore, the
aim of this paper is to show
how ICT have influenced
the design and nature of the
texts and their delivery
235 Learning styles of 1. verbal 1. learning styles in Data analysis showed that Dukungan
language learners 2. visual EFL writing the average primary and Sitasi
in an EFL writing 3. physical secondary learning styles of
class 4. solitary the students were social and
5. logical styles aural and there were no
respectively significant differences of the
students’ learning styles
based on their achievement
 levels in the writing class.
236 Prospective Elt 1. writing activity 1. the influence of In short, it is confirmed that Dukungan
teachers' sense of 2. writing goal writing achievement self-efficacy raises learners' Sitasi
writing self- 3. writing grades on theory motivation and plays a key
efficacy and its role in writing courses
effects on writing therefore especially writing
achievement teachers' need to be aware of
these strong perceptions.
237 The effect of mixed 1. Fluency 1. planning mixes on The results revealed that pre Dukungan
planning on the 2. Complexity the fluency and task planning resulted in Sitasi
fluency and complexity of greater fluency. unpressured
complexity of EFL writing performance on-line (OLP)planning had
learners’ writing statistically significant effect
performance neither on syntactic
complexity nor on written
fluency, and the opportunity
to engage the learners
simultaneously in per- task
and no-line planning
(POLP) enhanced the
fluency and complexity of
their written performance
significantly.
238 Investigating the 1. control 1. investigate the type The results of a one-way Dukungan
effects of two types 2. feedback of feedback on EFL ANOVA indicated that Sitasi
of feedback on EFL 3. correction writing teacher feedback was a
students' writing significant factor
influencing students’ writing
performance in the two
experimental groups. The
results also pointed to a
significant difference in the
 performance of the students
in uncoded-feedback group
over those in the direct-
correction feedback group
and no-feedback control
group. The results of the
study support the claim that
error feedback in general
helps in EFL learners' better
writing performance and
that uncoded feedback,
compared with direct
corrections, is providing a
more effective strategy to
react to students' writings.

239 Perceptions of 1. writing courses 1. Perceptions of The findings of the study Dukungan
Students Towards 2. writing intruction Selected Topics in have revealed that students, Sitasi
Self-selected and EFL Writing generally, perceived to be
Teacher- assigned more motivated and
Topics in EFL encouraged to write when
Writing they are granted the right to
choose their own selected
topic in their EFL writing
classes. However, a small
number of them expressed
their positive perceptions
towards teacher-assigned
topics.The study has offered
some pedagogical
suggestions to be employed
in EFL writing classes.
240 Argumentation 1. experimental group 1. A Genre-Based The participants were Dukungan
across L1 and L2: 2. control group Instructional randomly divided into the Sitasi
Examination of 3. self-study group Approach to following three groups, an
Three Instructional Teaching Writing experimental group which
Treatments of received explicit genre-
Genre-based based approach, a control
Approach to group which was instructed
Teaching Writing implicitly in comparison to
the self study group with no-
instruction treatment. A pre-
test and a post-test were
administered before and
after the treatment. The
quantitative analysis of the
post-argumentative essays
revealed that the
experimental group
outperformed the implicit
and no-formal instruction
groups after receiving
models with explicit
instruction on the elements
of Toulmin's (2003) model
under study.