The developed materials may also be enhanced

The gap

Evidence profile

Stated in the recommendations and inline gaps and limitations and abstract and future work sections of the source papers, classified as general, drawn from work published between 2025 and 2026, spanning 8 journals. Those papers have been cited 1 times in total.

Supporting evidence — 8 representative gaps

• Effectiveness of Writing Strategies in Teaching English for Grade 11 Students (2026) · Zenodo (CERN European Organization for Nuclear Research) · doi

  Enhance expository writing instruction by developing targeted interventions with structured exercises and practice opportunities while integrating multimedia and real-world applications to improve engagement. 2. Implement gender-sensitive approaches by tailoring instruction to male and female learning styles to ensure all students benefit from writing strategies, also researching why males responded better and adjusting methods accordingly. 3. Strengthen parental involvement programs by enhancing parent-teacher collaboration through workshops on supporting students' writing development at home and encouraging reading and writing activities within the family setting. 4. Conduct further research by exploring additional writing strategies to enhance expository writing skills and performing a longitudinal study to track improvements over time and assess long-term effects.

  generalstated in recommendationsevidence 5/5
  Keywords: writing enhance expository instruction students strategies developing targeted interventions structured exercises practice opportunities integrating multimedia
• Identifying Core Linguistic Factors for Effective Writing: Basis for the Development of Contextualized Activities for Grade V Learners (2026) · International Journal of Sustainability and Advanced Integrated Research · doi

  The developed materials may also be enhanced through improved design, durability, and digital versions, and future studies may examine similar contextualized writing interventions across other grade levels and contexts. Consequently, the findings are limited to the participants, context, and scope of the study and may not fully represent learners from other grade levels, schools, or learning environments.

  generalstated in inline gapsevidence 5/5
  Keywords: grade levels developed materials enhanced improved design durability digital versions future examine similar contextualized writing
• Reassessing Teaching of English Grammar in Higher Education: Faculty Needs and Pedagogical Priorities in the Generative AI Era (2026) · World Journal of English Language · doi

  This study provides important insights into the evolving role of English grammar instruction in higher education in the era of generative AI; however, several limitations should be acknowledged. First, the faculty-only needs assessment captures instructors’ perceptions rather than direct measures of student performance, which may introduce subjective bias. Second, the study is limited to a relatively small number of universities in Lebanon, which may constrain the generalizability of findings to other multilingual or international contexts. Third, curriculum documents and syllabi may not fully reflect informal classroom practices, teaching nuances, or the varied ways students utilize AI tools. Finally, the rapid evolution of generative AI may alter student writing practices and institutional responses over time, potentially affecting the long-term relevance of the findings. Based on these findings and prior research, several productive directions for future work emerge. Longitudinal studies could examine whether AI-assisted revisions lead to lasting grammar gains and whether these improvements transfer to new writing contexts. Mixed-methods designs combining error-coded corpora, revision logs, and student interviews could illuminate how learners negotiate AI suggestions and develop metalinguistic awareness. Teacher-focused intervention studies that pair professional development with classroom trials could help reduce negative attitudes toward grammar instruction, improve AI mediation skills, and support more effective integration of grammar and AI literacy. Comparative evaluations of different AI tools and prompting strategies for targeted grammar areas—such as article use, verb tenses, and clause combining—could provide practical guidance for instructors. Finally, cross-contextual or international studies could examine how multilingual environments, AI use, and grammar pedagogy interact, offering insights for globally relevant curriculum design. By addressing these gaps, future research can move beyond perception and curriculum review to produce evidence-based strategies that support teachers in overcoming affective barriers, integrate AI literacy with English grammar instruction, and foster transferable English writing skills in students. This approach has the potential to reshape writing pedagogy, ensuring that English grammar instruction remains meaningful, engaging, and effective in AI-enhanced educational contexts.

  generalstated in limitationsevidence 5/5
  Keywords: grammar english instruction writing student contexts curriculum insights generative several instructors multilingual international classroom practices
• Effects of Universal Design for Learning on EFL Students’ Essay Writing Skills and Cognitive Engagement (2026) · European Journal of English Language Studies · doi

  To extend further research, the present study provides some hints on the results. Further research should be conducted as a research and development (R&D) study. Since students have different backgrounds, readiness, interests, and learning styles, further research should gather in-depth information from different contexts of higher education. Then, the data continue to develop to examine teaching and learning strategies until a better prototype is generated in designing a writing course curriculum (David & Anderson, 2022) in an EFL context.

  generalstated in recommendationsevidence 5/5
  Keywords: further different learning extend present provides hints conducted development students backgrounds readiness interests styles gather
• Longitudinal comparison of AI, exemplar, and teacher feedback for sustainable L2 writing development: a latent growth curve analysis (2025) · Innovation in Language Learning and Teaching · doi

  Purpose: Responding to pedagogical calls for reducing teacher feedback burden and empowering student feedback agency and considering the complex and dynamic nature of writing development, this study aims to longitudinally investigate the efficacy of exemplar-based feedback (EF) and Generative AI-generated feedback (AF), compared to traditional teacher feedback (TF), in driving L2 writing development, with gender as a critical yet underexplored predictor.

  generalstated in abstractevidence 5/5
  Keywords: feedback teacher writing development purpose responding pedagogical calls reducing burden empowering student agency considering complex
• Mechanisms linking self-regulated learning competence to perceived learning effectiveness among pre-service teachers in flipped classrooms (2026) · Contemporary Educational Technology · doi

  Based on the findings, several practical recommendations can be derived for FC implementation. First, the results demonstrate a clear pathway from SRL capacity through engagement and satisfaction to PLE. Accordingly, fostering SRL should be treated as an explicit instructional objective rather than an assumed learner characteristic. Instructors can embed structured goal-setting prompts at the beginning of each preclass module, provide guided preparation checklists, and incorporate brief metacognitive reflection tasks that require students to monitor their learning progress. Low-stakes formative quizzes administered before class can further support students in evaluating understanding and adjusting strategies accordingly. Second, engagement should be intentionally designed rather than left to spontaneous interaction. To convert SRL into observable ENG, in-class time should prioritize collaborative problem-solving, case-based discussions, peer instruction, and real-time polling activities. Clearly defined group roles and tasks requiring application and analysis of pre-class content can strengthen behavioral and cognitive engagement. Third, SAT can be enhanced through instructional coherence and feedback quality. Alignment between pre-class materials, in-class activities, and assessment criteria is essential. Timely, specific, and constructive feedback reinforces students’ sense of competence and progress, thereby strengthening the affective foundation of perceived effectiveness. Opportunities for student reflection and voice can further consolidate positive learning experiences. Moreover, FC design should follow a developmental sequence rather than isolated interventions: pre-class scaffolding that strengthens SRL, in-class structures that activate ENG, and feedback mechanisms that consolidate SAT. Instructional sophistication should prioritize developmental alignment over technological complexity. Investments in digital tools may yield limited benefits if regulatory competencies and engagement structures are insufficiently developed. Strengthening SRL strategies is therefore likely to generate cascading effects across engagement and satisfaction, ultimately amplifying PLE.

  generalstated in recommendationsevidence 5/5
  Keywords: class engagement rather instructional students feedback mechanism based first pathway satisfaction accordingly reflection tasks learning
• Holistic Writing Module Through Integrated Feedback: Analysis of Target Situation and Learning Need (2026) · Indonesian Journal on Learning and Advanced Education (IJOLAE) · doi

  is an ongoing process (Al-ghaithi & Behforouz, 2023; Park & Ahn, 2022). The connections between variables are clear, as the quality of feedback affects the mastery of writing components, that writing Indonesian Journal on Learning and Advanced Education (IJOLAE)| p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 8 (2) (2026) 266-284 273 Holistic Writing Module Through Integrated Feedback: Analysis of Target Situation and Learning Need which subsequently enhances students' holistic writing abilities. In other words, feedback acts as an essential link between the learning process and the production of higher-quality writing. This is consistent with earlier studies that indicate the importance of needs analysis for addressing deficiencies teaching modules (Gebremariam & Hiluf, 2023) and in to are that tailored for guiding the development of teaching modules the characteristics and requirements of students (Ratri & Tyas, 2022). Furthermore, this needs analysis can provide an overview of what students must master in real-world situations (Septiadevana & Abdullah, 2024), particularly concerning holistic writing skills and the use of feedback in their writing. Table 4.

  generalstated in future workevidence 5/5
  Keywords: writing feedback learning students process quality issn holistic module needs teaching modules ongoing ghaithi behforouz
• Classroom Practices, Writing Enhancement and Creativity Among EFL Struggling Students: A Systematic Review (2026) · Journal of World Englishes and Educational Practices · cited 1× · doi

  Based on the results of the current SR, below are some recommendations for guiding EFL writing instructors, EFL curriculum designers, and departments in improving EFL writing instruction. For classroom practice, EFL instructors should provide brainstorming activities, visual organizers, and background knowledge activation to help the students generate ideas, especially when topics are abstract or unfamiliar. Use familiar, concrete, and relevant writing topics. Link assignments to sustainable development issues, current global events, or widely discussed social topics to reduce cognitive load and increase engagement. Adopt communicative and meaning-focused feedback. Highlight key errors without overwhelming students with extensive error marking, to promote self-editing, confidence, and autonomy. Integrate participation goals and tasks that ask for students’ suggestions, opinions, and personal experiences to encourage meaningful communication and make writing more accessible. Increase in-class writing time under the instructor’s supervision to allow for immediate guidance, reduce reliance on copying, and support the development of process-based writing habits. Page | 33 Classroom Practices, Writing Enhancement and Creativity Among EFL Struggling Students: A Systematic Review For assessment and feedback, use analytic rubrics to enhance transparency as digital or paper rubrics clarify expectations, standardize scoring, and help students monitor their own progress. Train the students in writing rubric interpretation. Teach them how to use rubrics for self-assessment and to strengthen metacognitive awareness and revision skills. Balance accuracy with communication. Assessment should encourage not only grammatical correctness, but also idea development organization, and clarity. Instructors need support in shifting from extensive correction to selective, communicative feedback. Workshops on rubric design, calibration, and fair scoring can improve consistency across instructors. Practical strategies as peer editing, group writing tasks, and participation goals, can reduce instructors’ workload and maintain instructional quality. For EFL curriculum and materials development, step-by-step writing activities in EFL, as idea generation, drafting, revising, and editing, should be systematically integrated into the curriculum. Integrate reading–writing activities. Exposure to models, short texts, and thematic readings supports idea generation and enriches instructors’ content knowledge. Technology should be used to enhance collaboration, feedback, and authentic communication. For EFL department policy, smaller writing classes allow for more individualized feedback and meaningful interaction. Writing should be reinforced across reading, speaking, and grammar courses to build cumulative skill development. EFL departments can support writing centers, peer-tutoring workshops, and extracurricular writing activities to strengthen students’ confidence and practice.

  generalstated in recommendationsevidence 5/5
  Keywords: writing students instructors development feedback activities curriculum topics reduce editing communication support assessment rubrics idea

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