The developed materials may also be enhanced through improved design, durability, and digital versions

The gap

Evidence profile

Sourced from the recommendations and inline gaps and future work and abstract 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

  1. 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. 530 ISSN: 3116-3475

  generalrecommendations
  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.

  generalinline gaps
  Keywords: grade levels developed materials enhanced improved design durability digital versions future examine similar contextualized writing
• 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.

  generalrecommendations
  Keywords: further different learning extend present provides hints conducted development students backgrounds readiness interests styles gather
• 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 pre- class 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. CONCLUSION This study elucidates the operational mechanism of the FC by integrating four core constructs, SRL, ENG, SAT, and PLE into a comprehensive predictive model. The findings indicate that SRL does not exert a strong direct effect on PLE; rather, its influence is predominantly transmitted through the sequential mediation pathway of ENG → SAT. This sequential mediating mechanism demonstrates substantial explanatory power and helps identify a coherent and robust mechanism underlying the functioning of the FC model in teacher education. From a theoretical perspective, the study offers three major contributions. First, it extends the theoretical

  generalrecommendations
  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' holis- tic 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. The Lack of a Writing Module

  generalfuture work
  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.

  generalrecommendations
  Keywords: writing students instructors development feedback activities curriculum topics reduce editing communication support assessment rubrics idea
• Writing Attitudes and Writing Ability: A Correlational Study of Primary Learners at Blue Sky Academy, Vietnam (2026) · Journal of Education Learning and Management · doi

  i. Research results reveal that students generally feel positively about writing. The teacher, therefore, should continue and cultivate this positive feeling by offering writing as well as fun and learner, centered tasks. The reason is that the study has shown that students have a good feeling about writing. You can make writing a more meaningful and enjoyable experience for yourself if you use creative writing, journaling, and storytelling in your writing practice. Teachers can enhance the level of motivation and enjoyment that their students experience in the classroom by introducing gamified writing tasks, multimedia prompts, and group assignments. This is especially beneficial for students who still view writing as a less enjoyable activity compared to other forms of expression. ii. It is strongly suggested that educators persevere in the implementation of consistent motivational strategies and the maintenance of supportive environments across all grade levels. Specifically, this is due to the fact that there was not a discernible difference discovered between the various grade levels. Writing interventions, on the other hand, should be designed to address developmental differences and should be grade-specific. The tasks that students in lower grades are required to complete should be simplified through the implementation of these interventions, while the level of complexity and autonomy of the students increases gradually as they progress through higher grades. Taking this approach, which is layered, can be helpful in maintaining consistent growth in writing attitudes through the use of this approach. iii. It is recommended that students receive additional instruction in grammar, vocabulary, and mechanics in light of the fact that they demonstrated advanced performance in terms of content and organization, but only good performance in terms of language development. This is because students demonstrated advanced performance in terms of organization and content. Writing workshops and peer editing sessions are two methods that teachers can use to help students improve their language skills and develop habits of self-editing. Writing workshops and peer editing sessions are two methods that teachers can implement. The incorporation of reading activities that demonstrate effective sentence construction and word choice selection is another method that can be utilized to achieve the goal of increasing linguistic competence and writing fluency. iv. It is recommended that writing instruction be adapted to the developmental stage of each grade level. This is due to the fact that it was discovered that there is a significant difference between the different grade levels. Teachers are able to implement scaffolded writing lessons, which begin with g

  generalrecommendations
  Keywords: writing students grade teachers tasks level levels fact performance terms editing feeling good enjoyable experience
• 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.

  generalabstractevidence 5/5
  Keywords: feedback teacher writing development purpose responding pedagogical calls reducing burden empowering student agency considering complex

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