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Many employees neither trained as “career writers” nor defining themselves as writers spend a major part of their time writing because, undeniably, writing is a central activity in organisations. To produce the high quality required to create and maintain credibility, organisations need to have professionals who can efficiently produce documents with substance, structure and style. This paper discusses issues relating to the management of corporate writing and editing, and presents practices and processes that managers can implement in their organisations to produce flawless documents, thereby avoiding the credibility crises that occur when writing is not taken seriously.

This study aims to examine the writing outcomes of 6th-grade students learning English as a second language.

In all 45 students in a text structure instruction (TSI) group were compared with 45 students in a self-regulated strategy instruction (SRSI) group and 43 students receiving traditional writing instruction. SRSI was adapted from the self-regulated strategy development (SRSD) model (MacArthur et al., 2015). The SRSD model includes self-regulation writing strategies, text and genre knowledge and think-aloud modeling. Findings allowed for a comparison of TSI and SRSI, in which organization knowledge does not need to be taught using SRSD methods. Measures of writing outcomes, including writing quality and summarization of main ideas, were administered after a one-month intervention.

Results revealed that, compared with traditional instruction, the TSI and SRSI groups each exhibited better writing outcomes. Compared with the traditional instruction group, each technique had a unique impact: SRSI on writing quality, and TSI on main ideas included in written summaries. Linguistic and textual analyses of students’ writing revealed that the TSI and SRSI group learners both demonstrated high syntactic complexity, content organization and lexical variation in their compositions.

The present study provides empirical evidence that explicit teaching of SRSI writing strategies or TSI can be implemented effectively and elicit gains in elementary school L2 learners’ written output. A clear division does not exist between self-regulated writing strategies and text structure knowledge; the two techniques should be complementary, as suggested in the earlier SRSD model.

Classroom-based research has addressed the need to enhance self-regulated capacity in writing. However, writing has become more challenging for primary school learners. In addition, writing is a cognitively demanding process. The plethora of processes involved in writing may be one of the factors that caused difficulties in writing. Thus, writing proficiency relies on the development of text structure knowledge and the fostering of self-regulation capabilities.

In spite of the growing interest in using corpora in language teaching and learning, applying computers and software (especially corpora software) is still new in second language teaching and learning. In addition, employing a learner corpus-based perspective in teaching metadiscourse features in International English Language Testing System (IELTS) writing tasks is not reported to the best knowledge of the researchers. Understanding and spotting this gap, the purpose of this paper is to utilize a learner corpus-based approach in teaching metadiscourse features and investigate its possible impacts on IELTS writing performance of the Iranian second language learners. Therefore, this study addressed the following research questions and hypotheses.

The current research utilized a quasi-experimental research design. In addition, this research used a learner corpus-based methodology. The corpus-based methodology was exploited to enable the researchers to have access to a large body of authentic language materials. In other words, a corpus-based methodology was used due to the fact that it made it possible for the researchers to elicit the metadiscourse features from a large number of authentic writing materials and to employ them during the treatment process with authentic examples.

The findings showed that there was a positive correlation between teaching metadiscourse features and writing performance of IELTS learners; in that, teaching metadiscourse features could soar the writing performance of the subjects. In addition, interactional metadiscourse features had more impact than interactive metadiscourse features on writing performance.

The results of this research can have useful implications for second language teachers and learners as well as researchers in learner corpus as they can learn the creation and application of learner corpora in second language teaching and learning.

This paper is value in that it uses corpus software and methodology in teaching metadiscourse features in writing section of IELTS test.

The purpose of this paper is to examine the effects of sentence combining (SC) and sentence decombining (SD) activities on fostering reading comprehension. As a widely used writing activity for enhancing syntactic fluency in English Language Arts (ELA) classes, SC requires learners to combine short sentences into longer and more complex sentences, while SD requires learners to break down a long sentence into the shortest grammatically allowable sentences.

This study assessed the effects of SD and SC in comparison with a control group on the improvement of reading comprehension ability among college students learning English as their second language (L2) in the context of a six-week English language learning program. Participants with overall intermediate English language proficiency were randomly assigned to one of three different conditions: SC, SD and control. Also, a subset of the participants was interviewed after the intervention.

The results showed that SD was more effective than SC or control condition in enhancing syntactic knowledge and reading comprehension, as measured by a standardized English proficiency test. Data obtained from post-study interviews further suggested that only SD was perceived by the participants as having enhanced their reading comprehension.

The present study provides a valuable addition to a body of research on sentence manipulation activities in ELA classes. For those L2 learners who have passed a pre-intermediate threshold level, SD appears to be more beneficial than SC in enhancing syntactic knowledge, which, in turn, appears to contribute to better reading comprehension.

This study aims to explore the instructional leadership practices implemented by academic professionals and leaders to enhance the curriculum of Islamic economics and finance (IEF) in two public universities in Saudi Arabia.

This study used a qualitative approach, using a case study methodology that focused on two meticulously chosen universities in Saudi Arabia. A total of 21 academics from two public universities in Saudi Arabia who worked in IEF schools were selected for semi-structured interviews.

The findings showed that two universities in Saudi Arabia that offer degrees in IEF exhibited limited instructional leadership. The findings indicate four apparent barriers that may explain the lack of involvement in instructional leadership and fair practices in the IEF curriculum at Saudi Arabian universities. According to this study, a positive collegial climate in Saudi universities’ IEF promotes shared instructional leadership.

The use of a limited qualitative method and small sample of respondents in this study may not provide enough evidence to generalise the findings to all universities and higher education schools in Saudi Arabia. Although a case study was used to describe IEF curriculum management and implementation at the two universities, caution should be exercised when applying these findings to other institutions.

IEF schools in Saudi universities need to leverage their positive, collaborative and relationship-building environments to develop activities that promote shared instructional leadership.

The research findings can offer valuable insights and examples for school leaders to develop instructional activities and promote the concept of “shared instructional leadership”. This approach involves delegating responsibilities and actions to others to enhance the IEF curriculum’s quality. Policymakers and university officials can use these findings to enhance strategic policies.

This research shows how social media has affected learning at present during the COVID-19 pandemic and how it has become the largest and most convenient area of communication. In the current scenario, it seems that social networking sites not only had a profound impact on our social structure and intra-social interaction, but also affected education in general and learning English language in particular. It has been proven that these various social media platforms have created a realm of digital environment in today's new-age learning. Social media platforms are social networking sites through which people interact and communicate with each other easily and conveniently. Undoubtedly and unquestionably, social networking has been proven to be a global phenomenon that has caused a vast paradigm shift in the world of Learning and education during the current pandemic. Therefore, the present study aims to reach the extent of the impact of the various social media platforms on learning English language during the COVID-19 pandemic from the students' point of view.

The study was conducted at the undergraduate level for English language learners. The sample comprised 166 undergraduate students at Najran University. A survey questionnaire was administered to find out the impact of various social media platforms and social networking sites on learning English language in the academic year of 2020 due to the COVID-19 pandemic and to highlight possible suggestions for improving future virtual language learning.

The findings of the study contributed to the area of online learning of English language during the COVID-19 pandemic. Final results confirmed that the utilization of social media has been significantly perceived to have positively impacted learning English language in terms of writing style, reading skills, listening and lexical variation, communication skills and grammar usage.

The findings of the study can serve as fundamental indicators to implement prompt pedagogical reformations, for which a number of pedagogical implications can be proposed. Another equally important pedagogical implication is to design and provide professional development and training sessions to both students and educators on the ultimate utilization of social media as instructional technologies in the context of English language teaching and learning.

This research provides insights in developing policies to assist with the integration and utilization of social media platforms as instructional technologies in the context of English language teaching and learning and how institutions can respond to the advent of advancing technology, especially during and after the COVID-19 era. A model to improve online English language learning process is recommended as a guideline for all educators offering online learning.

This research was developed to identify artificial intelligence (AI) opportunities and challenges in higher education.

This qualitative research was developed using the six-step thematic analysis method (Braun and Clark, 2006). Participants in this study were AI PhD students from Tehran University in 2022–2023. Purposive sampling was used to select the participants; a total of 15 AI PhD students, who were experts in this field, were selected and interviews were conducted.

The authors considered the opportunities that AI creates for higher education in eight secondary subthemes (for faculty members, for students, in the teaching and learning process, for assessment, the development of educational structures, the development of research structures, the development of management structures and the development of academic culture). Correspondingly, The authors identified and categorized the challenges that AI creates for higher education.

Concerning the intended research, several limitations are significant. First, the statistical population was limited, and only people with characteristics such as being PhD students, studying at Tehran University and being experts in AI could be considered the statistical population. Second, caution should be exercised when generalizing the results due to the limited statistical population (PhD students from Tehran University). Third, the problem of accessing some students due to their participation in research grants, academic immigration, etc.

The innovation of the current research is that the authors identified the opportunities and challenges that AI creates for higher education at different levels. The findings of this study also contribute to the enrichment of existing knowledge in the field regarding the effects of AI on the future of higher education, as researchers need more understanding of AI developments in the future of higher education.

The purpose of this paper is to examine, through an intersectional lens, how digital video composing can be an act of redistributive social justice for students with learning disabilities.

The authors draw on two years’ worth of observation, interview, survey and digital video data to present a case study of Javier (all names are pseudonyms), a Latinx English Learner with several learning disabilities. The authors worked with him, making digital videos in a general education classroom as part of a larger design-based study. The authors describe how he made meaning in various modes, across modes, and how his intersectional identities inflected his meaning-making and were visible in his video artifacts.

Javier was an able digital composer, made meaning across modes and was attentive to audience. His videos offer a portrait of a child with learning disabilities navigating his complex cultural worlds.

This is a single case study built to bridge multiple theoretical and disciplinary backgrounds. Javier was able to compose semiotically powerful messages with socially powerful digital tools.

The authors argue that the use of such tools is a chance for redistributive social justice. Children traditionally underserved by innovations in digital making should not be left out.

Studies in teacher research have seldom discussed the effects of writing publications and teachers’ views on it. This paper aims to examine how teachers in China regard the purpose of writing up research papers and its impact on their professional practice. It also investigates facilitating factors in preparing and writing publications.

This is a qualitative study which mainly analyses interview data gathered from 14 teachers, who have experience in writing publications, from three schools in Shanghai, China. Documentary analysis includes selected published journal papers and book chapters of the interviewees.

Findings show that teachers perceive producing publications as serving both an instrumental purpose of career advancement and a developmental purpose of enhancing their individual professional competency which in turn improves the quality of the teaching profession through knowledge transfer and knowledge transportation.

Contributing factors to help teachers to write include the provision of systematic training courses for teachers and the development of network and research partners.

Findings of this study help school leaders and teacher educators better their understanding of improving the quality of practice of teachers through equipping them with a “stance of inquiry”. Findings suggest ways to provide relevant support to enhance the writing capacity of teachers. More importantly, a revision of the existing teacher promotion system may make the practice of writing publications of more direct value to teachers’ daily practice.