This study showed that written feedback was effective for the narrowly defined subject-verb agreement errors involving copula be or lexical verbs. On the other hand, written feedback was ineffective for the broadly defined subject-verb agreement errors involving both copula be and lexical verbs. The present study suggests that written feedback should be effective when subject-verb agreement errors are narrowly defined. Implications for the present study for the written corrective feedback research community are discussed.

This study aimed to investigate the effects of collaborative dialogues and think-aloud protocols on EFL learners’ L2 writing performance. It also addressed the roles of lexical collocation in relation to L2 writing. The results showed that the effects of collaborative dialogues was significantly better than that of the think-aloud protocols on students’ L2 writing achievement This study discovered that arousing students’ use of lexical collocations could contribute to their L2 writing ability.

Despite research finding benefits to peer reviewing, few studies have examined its effect on student writing abilities. This study investigates whether/how peer reviewing would influence writing skills development in an EFL high school classroom. The results of pre-, post-, and delayed posttests, and analysis of audio-recorded peer review interactions. Students’ revisions revealed that peer reviewing contributed to the improvement of students’ writing abilities.

In this presentation, I discuss the importance of viewing contrastive rhetoric (CR) as an approach concerned with communication rather than affixing it to the more complex notions of culture and identity, as has been frequently done in the literature. What I do to accomplish this is conceptualize CR within the theoretical framework of common round theory, which I argue is not only the most practical approach to CR but the best way to ensure its full effectiveness.