Writing and Language Learning

Advancing research agendas

ORCID logoRosa M. Manchón | 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*
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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
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 16 other publications

Gallina, Francesca & Salvatore Orlando
Gullberg, Kajsa, Victoria Johansson & Roger Johansson
2024. In Scriptura Veritas? Exploring Measures for Identifying Increased Cognitive Load in Speaking and Writing. Languages 9:3  pp. 85 ff. DOI logo
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. DOI logo
Khezrlou, Sima
2024. Effects of task repetition with consciousness-raising in wiki-mediated collaborative writing on the development of explicit and implicit knowledge. Computer Assisted Language Learning 37:1-2  pp. 243 ff. DOI logo
Leow, Ronald P., Rosa M. Manchón & Charlene Polio
2022. Chapter 13. Writing. In Instructed Second Language Acquisition Research Methods [Research Methods in Applied Linguistics, 3],  pp. 305 ff. DOI logo
Lázaro-Ibarrola, Amparo & María Ángeles Hidalgo
2024. Collaborative writing among young EFL learners in a school context: product and process. The Language Learning Journal 52:3  pp. 285 ff. DOI logo
Manchón, Rosa M. & Yvette Coyle
2022. Introduction to the special issue on L2 writing and feedback processing and use in pen and paper and digital environments: Advancing research and practice. Studies in Second Language Learning and Teaching 12:4  pp. 541 ff. DOI logo
Maxim, Hiram H.
2023. Developing advanced L2 German writing: A functionally oriented longitudinal study. The Modern Language Journal 107:4  pp. 965 ff. DOI 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. DOI logo
Roothooft, Hanne, Amparo Lázaro-Ibarrola & Bram Bulté
2022. Task repetition and corrective feedback via models and direct corrections among young EFL writers: Draft quality and task motivation. Language Teaching Research  pp. 136216882210820 ff. DOI logo
Sadeghi, Karim
2022. Writing Development in SLA: An Interview with Rosa Manchón. In Talking About Second Language Acquisition,  pp. 141 ff. DOI logo
Sasaki, Miyuki, Atsushi Mizumoto & Paul Kei Matsuda
2024. Machine translation as a form of feedback on L2 writing. International Review of Applied Linguistics in Language Teaching 0:0 DOI logo
Zhang, Jianhua & Lawrence Jun Zhang
2024. Examining L2 studentsʼ development of global cohesion and its relationship with their argumentative essay quality. International Review of Applied Linguistics in Language Teaching 0:0 DOI logo
Zhu, Sida & Cong Wang
2022. Vocabulary Learning in Chinese as a Second Language: Exploring the Role of Self-Regulation in Facilitating Vocabulary Knowledge of Second Language Learners. Frontiers in Psychology 13 DOI logo
Ünsal-Görkemoğlu, Büşra & Cemil Gökhan Karacan
2024. Metacognitive Experiences of EFL Students as Predictors of Enjoyment, Engagement, and Performance in L2 Writing. Journal of College Reading and Learning 54:1  pp. 32 ff. DOI logo
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This list is based on CrossRef data as of 15 april 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.


Main BIC Subject

CFDC: Language acquisition

Main BISAC Subject

LAN009000: LANGUAGE ARTS & DISCIPLINES / Linguistics / General
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ONIX 3.0
U.S. Library of Congress Control Number:  2020030906 | Marc record