The study reported in this chapter set out to investigate 18 EFL learners’ own perceptions of the language learning potential of L2 writing, and the actions they reported taking to make the most of the learning opportunities afforded by their engagement with writing. Data for the study came from self-reflection journals and in-depth semi-structured interviews conducted at two points in time 9 months apart. Our results shed light on the role played by self-initiated and teacher-led noticing processes and associated learning actions, extensive and challenging output practice, and the availability of tailor-made form-focused instruction in bringing about learning through writing. The participants’ own perceptions of the language learning potential of writing was also found to be both a powerful motivating factor in their literacy experience and one of the goals that guided their writing activity. Several implications of these findings for future research will be discussed.
2022. Heritage, second and third language learner processing of written corrective feedback: Evidence from think-alouds. Studies in Second Language Learning and Teaching 12:4 ► pp. 675 ff.
2021. ‘Writing to Learn’ Research: A Synthesis of Empirical Studies (2004-2019) . European Journal of Educational Research 10:1 ► pp. 85 ff.
García Mayo, María del Pilar & Udane Loidi Labandibar
2017. The Use of Models as Written Corrective Feedback in English as a Foreign Language (EFL)Writing. Annual Review of Applied Linguistics 37 ► pp. 110 ff.
Gilabert, Roger, Rosa Manchón & Olena Vasylets
2016. Mode in Theoretical and Empirical TBLT Research: Advancing Research Agendas. Annual Review of Applied Linguistics 36 ► pp. 117 ff.
Gomez Laich, Maria Pia & Naoko Taguchi
2023. Effects of task complexity on the learning of genre specific rhetorical moves and linguistic forms: the case of contrast and argumentative essays. International Review of Applied Linguistics in Language Teaching 61:2 ► pp. 571 ff.
2017. Language Learners’ Writing Task Representation and Its Effect on Written Performance in an EFL Context. Journal of Psycholinguistic Research 46:3 ► pp. 567 ff.
This list is based on CrossRef data as of 11 march 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.