The corpus-based approach in language education has driven an array of studies over the past few decades, including its application in developing academic awareness in second-language learners of English for academic purposes. Most publications that show ways of incorporating corpus-based classroom activities (C-BCA) concern concordance lines and lexico-grammatical studies with reference to teacher feedback. The present study examines postgraduates’ perception of C-BCA in English for academic purposes classes. A class of 10 postgraduate students from Samara University, Russia, participated in the research. Questionnaire results showed a positive perception of using C-BCA as a tool for writing assignments. The study also concerns an analysis of the students’ results in the writing assignments as a part of their academic awareness. Specifically, this sample study shows interdependence between the positive dynamics of postgraduates’ perceptions of C-BCA and good results of a writing examination.

Acquiring writing skills requires an entire academic lifetime but acceptable levels of proficiency should be covered in compulsory education. This research verifies the beginner, intermediate and advanced levels of writing skills in the Spanish education system. It compares both the development of knowledge and the associated difficulties in interviews with 40 students from the even years of primary and secondary education. Descriptive and correlational analyses were made, after coding their statements according to the theoretical model used. They revealed an unexpected stagnation, depending on the levels, with important educational implications.

The objective of this study is the evaluation of the writing disposition of sixth grade students from the perspective of different variables using the Writing Disposition Scale developed by Piazza & Siebert (2008) and adopted into Turkish by İşeri & Ünal (2010). At the conclusion of this study we note that the writing disposition of elementary school sixth grade students in the confidence and passion sub-categories, and in the scale as a whole, showed meaningful differences according to the school they attended but that a meaningful difference in writing disposition could not be observed in the persistence sub-category