Article published in:
Learning-to-Write and Writing-to-Learn in an Additional Language
Edited by Rosa M. Manchón
[Language Learning & Language Teaching 31] 2011
► pp. 237250
Cited by

Cited by 7 other publications

Byrnes, Heidi
2014.  In Task-Based Language Learning – Insights from and for L2 Writing [Task-Based Language Teaching, 7],  pp. 79 ff. Crossref logo
Byrnes, Heidi & Rosa M. Manchón
2014.  In Task-Based Language Learning – Insights from and for L2 Writing [Task-Based Language Teaching, 7],  pp. 267 ff. Crossref logo
Leow, Ronald P.
2020.  In Writing and Language Learning [Language Learning & Language Teaching, 56],  pp. 95 ff. Crossref logo
López-Serrano, Sonia, Julio Roca de Larios & Rosa M. Manchón
2019. LANGUAGE REFLECTION FOSTERED BY INDIVIDUAL L2 WRITING TASKS. Studies in Second Language Acquisition 41:3  pp. 503 ff. Crossref logo
MAJIDI, ABID EL, RICK DE GRAAFF & DANIEL JANSSEN
2020. Debate as L2 Pedagogy: The Effects of Debating on Writing Development in Secondary Education. The Modern Language Journal 104:4  pp. 804 ff. Crossref logo
Peng, Jinfang, Chuming Wang & Xiaofei Lu
2020. Effect of the linguistic complexity of the input text on alignment, writing fluency, and writing accuracy in the continuation task. Language Teaching Research 24:3  pp. 364 ff. Crossref logo
Torres, Julio
2016.  In Advances in Spanish as a Heritage Language [Studies in Bilingualism, 49],  pp. 299 ff. Crossref logo

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