Student perspectives on preferences and reported instructor practices of written feedback in the Moroccan EFL university context.

Written feedback (WF) in English as a foreign language (EFL) writing has been explored from two perspectives, including product-based WF, which is provided on completed drafts, and process-based WF, which can be used during pre-, while-, and post-writing. Students' perceptions have been mainly investigated in relation to product-oriented WF preferences and practices, but not in comparison to the two WF approaches. This exploratory quantitative study examined students' preferences and reported instructor practices of the product and the process approaches of WF in the higher education EFL writing context.

Exploring social problem-solving profiles among Hungarian high school and university students.

Treating social problem-solving as a construct comprised of a number of components enables us to examine patterns formed by the components. However, variable-centered research has paid little attention to exploring these patterns to date. A person-centered approach may enable us to identify distinct profiles for groups.

Moroccan EFL public university instructors' perceptions and self-reported writing practices.

In previous research, the majority of university students seemed to lack proficiency in many areas of writing (e.g., grammar, vocabulary, organization, and sentence construction).