Chapter published in:Writing and Language Learning: Advancing research agendas
Edited by Rosa M. Manchón
[Language Learning & Language Teaching 56] 2020
► pp. 405–426
The language learning potential of L2 writing
Moving forward in theory and research
In this final chapter I articulate how the book contributes to advancing previous intersectional work between the fields of L2 writing and ISLA/SLA. To this end, I discuss the volume’s expansion of theoretical and empirical knowledge on writing as a site for language development in terms of (a) new empirical insights provided on the learning affordances of L2 writing and the variables mediating observed effects, and (b) future research directions suggested, primarily in terms of domains to be researched, empirical questions to be addressed, and methods of inquiry to be employed.
Cerezo, L., Manchón, R. M., & Nicolás-Conesa, F.
Hafner, C. A., Chik, A., & Jones, R. H.
Leow, R. P.
Leow, R. & Manchón, R. M.
(Forthcoming). Expanding research agendas: Directions for future research agendas on writing, WCF, language learning, and ISLA. In R. M. Manchón & C. Polio Eds. Handbook of SLA and writing. New York, NY: Routledge.
López Serrano, S., Roca de Larios, J. & Manchón, R. M.
Manchón, R. M.
Manchón, R. M., & Vasylets, O.
Manchón, R. M., & Williams, J.
McKee, H. & DeVoss, D. N.
Michel, M., Kormos, J., Brunfaut, T., & Ratajczak, M.
Murphy, L., & Roca de Larios, J.
Oskoz, A., & Elola, I.