Review published in:
ITL - International Journal of Applied Linguistics
Vol. 173:1 (2022) ► pp. 153160
References
Biber, D. et al.
(2011) Should we use characteristics of conversation to measure grammatical complexity in L2 writing development ? TESOL Quarterly, 45(1), 5–35. CrossrefGoogle Scholar
Bygate, M.
(2018) Learning language through task repetition. Amsterdam/Philadelphia: John Benjamins. CrossrefGoogle Scholar
Cumming, A.
(1990) Expertise in evaluating second language proficiency. Language Learning, 391, 81–141. CrossrefGoogle Scholar
Gilabert, R.
(2007) Effects of manipulating task complexity on self-repairs during L2 production. IRAL, 451, 215–240. CrossrefGoogle Scholar
Harklau, L.
(2002) The role of writing is classroom second language acquisition. Journal of second language writing, 111, 329–350. CrossrefGoogle Scholar
Laufer, B. & Hulstijn, J.
(2001) Incidental vocabulary acquisition in a second language. The construct of task-induced involvement. Applied Linguistics, 221, 1–26. CrossrefGoogle Scholar
Leow, R. P.
(2015) Explicit leaning in the L2 classroom: A student-centered approach. New York: Routledge. CrossrefGoogle Scholar
Manchón, R. M. & Roca De Larios, J.
(2007) Writing-to-learn in instructed language learning contexts. In E. A. Soler & M. P. S. Jorda, eds. Intercultural language use and language learning, 101–121. Berlin: Springer. CrossrefGoogle Scholar
Nitta, R. & Baba, K.
(2014) Task repetition and LE writing development: A longitudinal study from a dynamic systems perspective. In H. Byrnes & R. M. Manchón, eds. Task-based language learning. Insights from L2 writing, 285–316. Amsterdam: John Benjamins.Google Scholar
Ong, J. & Zhang, L. J.
(2013) Effects ofthe manipulation of cognitive processes on EFL writers’ text quality. TESOL Quarterly, 47(2), 375–398. CrossrefGoogle Scholar
Storch, N.
(2009) The nature of pair interaction. Learners’ interaction in an ESL class: its nature and impact on grammatical development. Saarbrücken: VDM Verlag.Google Scholar
Review of Manchón (2020): Writing and Language Learning. Advancing Research Agendas