Cover not available
Part of
Writing and Language Learning: Advancing research agendas
Edited by Rosa M. Manchón
[Language Learning & Language Teaching 56] 2020
► pp. 405–426

Chapter 17
The language learning potential of L2 writing

Moving forward in theory and research

| University of Murcia

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.

Article outline
  • Dimensions of the connection between writing and language learning: Learning through, by, for, and with writing
  • New empirical insights on the learning affordances of L2 writing and the variables mediating observed effects
    • The language learning potential of writing from the perspective of the affordances of writing vs. speaking
    • Learning through writing: New insights on the processing dimension of L2 writing and associated learning effects
    • Learning by writing: Language learning and the meaning-making activity that is criterial to writing
  • New directions for future research agendas
    • Future inquiry into writing processes and effects on learning
    • Future inquiry into learning that accrues in writing: The role of tasks
    • The role of individual differences
    • The role of instruction in promoting vocabulary and grammar learning
  • Future empirical research agendas: Research methodology considerations
    • Refinements of constructs and analytical approaches
    • Relevance of data triangulation and the use of mixed-methods research approaches
    • Adopting an educational, curricular approach: The needed longitudinal perspective
  • Concluding remarks
  • References
Published online: 20 November 2020
DOI logo
https://doi.org/10.1075/lllt.56.17man
References
Byrnes, H.
(2014) Theorizing language development at the intersection of “task” and L2 writing: Reconsidering complexity. In H. Byrnes & R. M. Manchón (Eds.), Task-based language learning. Insights from and for L2 writing (pp. 79–103). Amsterdam: John Benjamins.Google Scholar
Cerezo, L., Manchón, R. M., & Nicolás-Conesa, F.
(2019) What do learners notice while processing written corrective feedback? A look at depth of processing via written languaging. In R. P. Leow (Ed.), The Routledge handbook of second language research in classroom learning (pp. 173–187). New York, NY: Routledge. DOI logoGoogle Scholar
Gass, S.
(2010) Relating L2 input and L2 output. In E. Macaro (Ed.), Continuum companion to second language acquisition (pp. 194–219). London: Continuum.Google Scholar
Hafner, C. A., Chik, A., & Jones, R. H.
(2015) Digital literacies and language learning. Language Learning & Technology, 19(3), 1–7.Google Scholar
Harklau, L.
(2002) The role of writing in classroom second language acquisition. Journal of Second Language Writing, 11, 329–350. DOI logoGoogle Scholar
Hort, S.
(2017) Exploring the use of mobile technologies and process logs in writing research. International Journal of Qualitative Methods. DOI logoGoogle Scholar
Leow, R. P.
(2015) Explicit learning in the L2 classroom: A student-centered approach. New York, NY: Routledge. DOI logoGoogle Scholar
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.
(2019) Language reflection fostered by individual L2 writing tasks: Developing a theoretically-motivated and empirically-based coding system. Studies in Second Language Acquisition, 41, 503–527. DOI logoGoogle Scholar
Manchón, R. M.
(2014) The internal dimension of tasks: The interaction between task factors and learner factors in bringing about learning through writing. In H. Byrnes & R. M. Manchón (Eds.), Task-based language learning. Insights from and for L2 writing (pp. 27–52). Amsterdam: John Benjamins.Google Scholar
(2017) The potential impact of multimodal composition on language learning. Journal of Second Language Writing, 38, 94–95. DOI logoGoogle Scholar
Manchón, R. M., & Vasylets, O.
(2019) Language learning through writing: Theoretical perspectives and empirical evidence. In J. W. Schwieter & A. Benati (Eds.), The Cambridge handbook of language learning (pp. 341–362). Cambridge: CUP. DOI logoGoogle Scholar
Manchón, R. M., & Williams, J.
(2016) L2 writing and SLA studies. In R. M. Manchón & P. K. Matsuda (Eds.), The handbook of second and foreign language writing (pp. 567–586). Berlin: De Gruyter Mouton. DOI logoGoogle Scholar
McKee, H. & DeVoss, D. N.
(Eds.) (2007) Digital writing research: Technologies, methodologies, and ethical issues. New York, NY: Hampton Press.Google Scholar
Michel, M., Kormos, J., Brunfaut, T., & Ratajczak, M.
(2019) The role of working memory in young second language learners’ written performances. Journal of Second Language Writing, 45, 31–45. DOI logoGoogle Scholar
Murphy, L., & Roca de Larios, J.
(2010) Searching for words: One strategic use of the mother tongue by advanced Spanish EFL writers. Journal of Second Language Writing, 19(2), 61–8. DOI logoGoogle Scholar
Oskoz, A., & Elola, I.
(2020) Digital L2 writing literacies. Directions for classroom practice. London: Equinox.Google Scholar
Seror, J.
(2013) Screen capture technology: A digital window into students’ writing processes. Canadian Journal of Learning and Technology, 39(3), 1–16.Google Scholar
Williams, J.
(2012) The potential role(s) of writing in second language development. Journal of Second Language Writing, 21, 321–331. DOI logoGoogle Scholar
Cited by

Cited by 4 other publications

Leow , Ronald P., Anne Thinglum & Stephanie A. Leow
2022. WCF processing in the L2 curriculum: A look at type of WCF, type of linguistic item, and L2 performance. Studies in Second Language Learning and Teaching 12:4 ► pp. 651 ff. DOI logo
Manchón, Rosa M. & Julio Roca de Larios
2023. Chapter 1. The study of L2 writing processes. In Research Methods in the Study of L2 Writing Processes [Research Methods in Applied Linguistics, 5], ► pp. 6 ff. DOI logo
ROGERS, JOHN & RONALD P. LEOW
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. DOI logo
Tabari, Mahmoud Abdi, Masatoshi Sato & Yizhou Wang
2023. Engagement with written corrective feedback: Examination of feedback types and think-aloud protocol as pedagogical interventions. Language Teaching Research DOI logo

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.