Part of
Learning-to-Write and Writing-to-Learn in an Additional LanguageEdited by Rosa M. Manchón
[Language Learning & Language Teaching 31] 2011
► pp. 3–14
Edited by Rosa M. Manchón
[Language Learning & Language Teaching 31] 2011
► pp. 3–14
Chapter 1. Situating the learning-to-write and writing-to-learn dimensions of L2 writing
This introductory chapter to the book serves to set the scene for both the three strands of research reviewed in Part I (learning to write, writing to learn content, and writing to learn language), and for the empirical studies contained in Part II. It does so by situating the learning-to-write and writing-to-learn perspectives explored in the book in second language (L2) writing and second language acquisition (SLA) scholarship. The aims of the book are accounted for against this background, emphasizing the way in which the collections helps to expand the L2 writing and SLA research agendas. This is complemented with an overview of the structure of the book and of the different chapters in it.
Cited by (29)
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2023. The effects of recalling and imagining prompts on writing engagement, syntactic and lexical complexity, accuracy, and fluency: A partial replication of Cho (2019). Open Linguistics 9:1
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2023. Reseña: Lázaro-Ibarrola, Amparo (2023). Child L2 writers. A room of their own. John Benjamins Publishing.. EuroAmerican Journal of Applied Linguistics and Languages 10:1 ► pp. 59 ff.
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2023. Chapter 10. Assessing collaborative writing. In L2 Collaborative Writing in Diverse Learning Contexts [Language Learning & Language Teaching, 59], ► pp. 229 ff.
Link, Stephanie, Mohaddeseh Mehrzad & Mohammad Rahimi
2022. Impact of automated writing evaluation on teacher feedback, student revision, and writing improvement. Computer Assisted Language Learning 35:4 ► pp. 605 ff.
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2021. ‘Writing to Learn’ Research: A Synthesis of Empirical Studies (2004-2019). European Journal of Educational Research volume-10-2021:volume-10-issue-1-january-2021 ► pp. 85 ff.
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2023. Debate pedagogy as a conducive environment for L2 argumentative essay writing. Language Teaching Research
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2021. A comparative study of the impact of focused vs. comprehensive corrective feedback and revision on ESL learners’ writing accuracy and quality. Language Teaching Research 25:5 ► pp. 687 ff.
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Leow, Ronald P.
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2020. Predictors of citations in written feedback on ESL writing research. COLLNET Journal of Scientometrics and Information Management 14:1 ► pp. 55 ff.
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Stiefenhöfer, Laura & Marije C. Michel
2020. Chapter 11. Investigating the relationship between peer interaction and writing processes in computer-supported collaborative L2 writing. In Writing and Language Learning [Language Learning & Language Teaching, 56], ► pp. 255 ff.
Cho, Minyoung
2019. The effects of prompts on L2 writing performance and engagement. Foreign Language Annals 52:3 ► pp. 576 ff.
Dubiner, Deborah
2019. Second language learning and teaching: From theory to a practical checklist. TESOL Journal 10:2
Gonçalves, Liliana, Carlos Filipe Guimarães Figueiredo & Júlio Reis Jatobá
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Cheng, Fei-Wen
2017. Construing CSL Writing as Meaning-Making: A Genre-Based Approach. In Explorations into Chinese as a Second Language [Educational Linguistics, 31], ► pp. 111 ff.
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2017. Students’ Perceptions and Practices in L2 Disciplinary Writing at an English Medium University in Mainland China. In Innovation in Language Learning and Teaching, ► pp. 197 ff.
SHARDAKOVA, MARIA
2016. American Learners’ Comprehension of Russian Textual Humor. The Modern Language Journal 100:2 ► pp. 466 ff.
Abasi, Ali R.
2014. Evaluative choices and rhetorical impact:American learners ofPersian as a foreign language writing to appraise. International Journal of Applied Linguistics 24:2 ► pp. 224 ff.
Byrnes, Heidi
2014. Linking task and writing for language development. In Task-Based Language Learning – Insights from and for L2 Writing [Task-Based Language Teaching, 7], ► pp. 237 ff.
Byrnes, Heidi
2014. Theorizing language development at the intersection of ‘task’ and L2 writing. In Task-Based Language Learning – Insights from and for L2 Writing [Task-Based Language Teaching, 7], ► pp. 79 ff.
This list is based on CrossRef data as of 24 october 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.