Writing and Language Learning

Advancing research agendas

| University of Murcia
ISBN 9789027207746 | EUR 99.00 | USD 149.00
ISBN 9789027207753 | EUR 36.00 | USD 54.00
ISBN 9789027260581 | EUR 99.00/36.00*
| USD 149.00/54.00*
The current volume aspires to add to previous research on the connection between writing and language learning from a dual perspective: It seeks to reflect current progress in the domain as well as to foster future developments in theory and research. The theoretical postulations contained in Part I identify and expand in novel ways the diverse lenses through which the varied, multi-faceted dimensions of the connection between writing and language learning can be explored. The methodological reflections put forward in Part III signal theoretically-grounded and pedagogically-relevant paths along which future empirical work can grow. The empirical studies reported in Part II illuminate the myriad of individual, educational, and task-related variables that (may) mediate short-term and long-term language learning outcomes. These studies examine diverse forms of writing, performed in varied environments (including pen-and-paper and digital writing), conditions (writing individually and/or collaboratively), and instructional settings (academic settings – including secondary school and college level institutions – as well as out-of-school contexts).
[Language Learning & Language Teaching, 56]  2020.  vii, 432 pp.
Publishing status: Available
Table of Contents
Chapter 1. Writing and language learning: Looking back and moving forward
Rosa M. Manchón
Part I. Advances in theoretical perspectives
Chapter 2. L2 writing and L2 learning: Transfer, self-regulation, and identities: Transfer, self-regulation, and identities
Alister Cumming
Chapter 3. A dual-process model of L1 writing processes: Implications for L2 writing research agendas on processing and language development
David Galbraith and Zulaikha Al-Saadi
Chapter 4. Toward an agenda for researching L2 writing and language learning: The educational context of development
Heidi Byrnes
Chapter 5. L2 writing-to-learn: Theory, research, and a curricular approach
Ronald P. Leow
Part II. Advances in empirical research
Chapter 6. The effects of task repetition across modalities and proficiency levels
Alberto J. Sánchez, Rosa M. Manchón and Roger Gilabert
Chapter 7. Effects of task repetition with the aid of direct and indirect written corrective feedback: A longitudinal study in an out-of-school context
Victoria Amelohina, Florentina Nicolás-Conesa and Rosa M. Manchón
Chapter 8. Task modality, communicative adequacy and CAF measures: The moderating role of task complexity
Olena Vasylets, Roger Gilabert and Rosa M. Manchón
Chapter 9. A mixed-methods approach to exploring the L2 learning potential of writing versus speaking
Janire Zalbidea
Chapter 10. Processing output during individual L2 writing tasks: An exploration of depth of processing and the effects of proficiency
Sonia López-Serrano, Julio Roca de Larios and Rosa M. Manchón
Chapter 11. Investigating the relationship between peer interaction and writing processes in computer-supported collaborative L2 writing: A mixed-methods study
Laura Stiefenhöfer and Marije C. Michel
Chapter 12. The meaning-making potential of collaborative L2 writing at tertiary level
Marcus Saller
Chapter 13. Writing on history in a Content and Language Integrated Learning (CLIL) context: Development of grammatical metaphor and abstraction as evidence of language learning
Rachel Whittaker and Anne McCabe
Part III. Advances in future research agendas
Chapter 14. An ISLA perspective on L2 learning through writing: Implications for future research agendas
Rosa M. Manchón and Ronald P. Leow
Chapter 15. Can writing facilitate the development of a richer vocabulary? Advancing research agendas
Diane Schmitt
Chapter 16. Can writing facilitate the development of grammatical competence? Advancing research agendas
Charlene Polio
Chapter 17. The language learning potential of L2 writing: Moving forward in theory and research
Rosa M. Manchón
Writing and language learning: Advancing research agendas positions itself as a valuable contribution to the areas of second language acquisition and writing studies. The book effectively synthesizes past work, presents cutting-edge research on task-related issues, writing conditions, writing processes, and written corrective feedback for language learning purposes, and offers myriad implications for future research agendas in the field. Any researcher wishing to further investigate the intersection between writing and language learning would benefit from a close examination of this book and its proposed research agendas.”
Cited by

Cited by 3 other publications

Kessler, Matt, Charlene Polio, Cuiqin Xu & Xuefei Hao
2020. The effects of oral discussion and text chat on L2 Chinese writing. Foreign Language Annals 53:4  pp. 666 ff. Crossref logo
2019. The Effect of Unfocused Direct and Indirect Written Corrective Feedback on Rewritten Texts and New Texts: Looking into Feedback for Accuracy and Feedback for Acquisition. The Modern Language Journal 103:4  pp. 848 ff. Crossref logo
2020. Toward Greater Empirical Feasibility of the Theoretical Framework for Systematic and Deliberate L2 Practice: Comments on Suzuki, Nakata, & DeKeyser (2019). The Modern Language Journal 104:1  pp. 309 ff. Crossref logo

This list is based on CrossRef data as of 11 november 2021. 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.

Subjects & Metadata
BIC Subject: CFDC – Language acquisition
BISAC Subject: LAN009000 – LANGUAGE ARTS & DISCIPLINES / Linguistics / General
ONIX Metadata
ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2020030906 | Marc record