Cited by

Cited by 32 other publications

Allen, Heather Willis
2018. Redefining writing in the foreign language curriculum: Toward a design approach. Foreign Language Annals 51:3  pp. 513 ff. DOI logo
Ayadi, M. Femi & Grace Onodipe
2023. Writing-to-learn: Strategies to promote engagement, peer-to-peer learning, and active listening in economics courses. The Journal of Economic Education 54:2  pp. 198 ff. DOI logo
Byrnes, Heidi
2014. Theorizing language development at the intersection of ‘task’ and L2 writing. In Task-Based Language Learning – Insights from and for L2 Writing [Task-Based Language Teaching, 7],  pp. 79 ff. DOI logo
Chaudhuri, Tushar, Renia Lopez-Ozieblo & Valérie Martinez
2022. Enhanced Language Use Through from Peer and Teacher Feedback, Self-directed Learning and Interaction in the Target Language. In Integrated Language Learning & Social Awareness: Research and Practice [SpringerBriefs in Education, ],  pp. 43 ff. DOI logo
Cheung, Yin Ling
2016. Teaching Writing. In English Language Teaching Today [English Language Education, 5],  pp. 179 ff. DOI logo
Chmarkh, Mustapha
2021. ‘Writing to Learn’ Research: A Synthesis of Empirical Studies (2004-2019). European Journal of Educational Research volume-10-2021:volume-10-issue-1-january-2021  pp. 85 ff. DOI logo
Cui, Yachong & Shaoqian Luo
2024. “Writing-to-learn”: the influence of task repetition on CSL writers’ attention to form. Applied Linguistics Review 15:3  pp. 793 ff. DOI logo
Fernández, Susana S.
2022. Feedback interactivo y producción escrita en la enseñanza del español LE/L2. Journal of Spanish Language Teaching 9:1  pp. 36 ff. DOI logo
Ghanbari, Nasim & Mostafa Salari
2022. Problematizing Argumentative Writing in an Iranian EFL Undergraduate Context. Frontiers in Psychology 13 DOI logo
Hoang, Cuong Huu & Duc Chinh Nguyen
2023. Multilingual sources used for research dissemination: positioning of Vietnamese researchers. International Journal of Multilingualism 20:2  pp. 640 ff. DOI logo
Huang, Yu & Lawrence Jun Zhang
2020. Does a Process-Genre Approach Help Improve Students’ Argumentative Writing in English as a Foreign Language? Findings From an Intervention Study. Reading & Writing Quarterly 36:4  pp. 339 ff. DOI logo
Johnson, Carol & Walcir Cardoso
2021. Speaking to write: examining language learners’ acceptance of automatic speech recognition as a writing tool. In CALL and professionalisation: short papers from EUROCALL 2021,  pp. 167 ff. DOI logo
Koç, Özge, Emin Altun & H. Gülru Yüksel
2022. Writing an expository text using augmented reality: Students’ performance and perceptions. Education and Information Technologies 27:1  pp. 845 ff. DOI logo
Kruse, Otto
2013. Perspectivas sobre la escritura académica en la educación superior europea: Géneros, prácticas y competencias. REDU. Revista de Docencia Universitaria 11:1  pp. 37 ff. DOI logo
Lam, Ricky
2015. Understanding EFL Students' Development of Self‐Regulated Learning in a Process‐Oriented Writing Course. TESOL Journal 6:3  pp. 527 ff. DOI logo
2020. Debate as L2 Pedagogy: The Effects of Debating on Writing Development in Secondary Education. The Modern Language Journal 104:4  pp. 804 ff. DOI logo
Majidi, Abid el, Rick de Graaff & Daniel Janssen
2023. Debate pedagogy as a conducive environment for L2 argumentative essay writing. Language Teaching Research  pp. 136216882311569 ff. DOI logo
Mansouri Nejad, Ali, Mahmoud Qaracholloo & Saeed Rezaei
2020. Iranian doctoral students’ shared experience of English-medium publication: the case of humanities and social sciences. Higher Education 80:2  pp. 255 ff. DOI logo
Marín, Javier, Sonia López & Julio Roca-De-Larios
2015. The academic writing process in Spanish universities: perceptions of students and faculty / El proceso de escritura académica en la universidad española: percepciones de estudiantes y profesores. Cultura y Educación 27:3  pp. 504 ff. DOI logo
McDonough, Kim, William J. Crawford & Jindarat De Vleeschauwer
Pearson, William S.
2022. A typology of the characteristics of teachers’ written feedback comments on second language writing. Cogent Education 9:1 DOI logo
Roca de Larios, Julio
Ruan, Zhoulin & Jinhua Chen
2017. Students’ Perceptions and Practices in L2 Disciplinary Writing at an English Medium University in Mainland China. In Innovation in Language Learning and Teaching,  pp. 197 ff. DOI logo
Satriani, Yusuf Razaq, Nurhidayanti & Nurul Muzkiyah
2022. The Impact of Using Discovery Learning on EFL Students’ Writing Skill. ETDC: Indonesian Journal of Research and Educational Review 1:3  pp. 389 ff. DOI logo
Sánchez, Fernando & Stacy Nall
2017. Breeding Partnerships: Examining a Decade-Long Collaborative Praxis Between Animal Sciences and English Departments. In Writing Program and Writing Center Collaborations,  pp. 95 ff. DOI logo
Tommaso, Laura & Massimo Verzella
2018. Fostering Audience Awareness and Iterative Collaboration for the Creation of Promotional Texts. In Multilingual Writing and Pedagogical Cooperation in Virtual Learning Environments [Advances in Linguistics and Communication Studies, ],  pp. 1 ff. DOI logo
Torres, Julio
2016. Flipping the classroom. In Advances in Spanish as a Heritage Language [Studies in Bilingualism, 49],  pp. 299 ff. DOI logo
Vangehuchten, Lieve, Mariëlle Leijten & Iris Schrijver
2018. Reading-to-write tasks for professional purposes in Spanish as a foreign language. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 31:2  pp. 638 ff. DOI logo
Wu, Zhixin, Jiaxin Qie & Xuehua Wang
2023. Using model texts as a type of feedback in EFL writing. Frontiers in Psychology 14 DOI logo
Zhan, Ju, Qiyu Sun & Lawrence Jun Zhang
2024. Effects of manipulating writing task complexity on learners’ performance in completing vocabulary and syntactic tasks. Language Teaching Research 28:3  pp. 1011 ff. DOI logo
刘, 洁
2021. Investigating Pedagogical Knowledge of IELTS Writing Teachers—A Case Study from a Learning-to-Write Perspective. Overseas English Testing: Pedagogy and Research 03:02  pp. 39 ff. DOI logo

This list is based on CrossRef data as of 12 june 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.