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Cited by 57 other publications

Akhmedjanova, Diana & Mariola Moeyaert
2022. Self-Regulated Writing of English Learners: Intervention Development. Frontiers in Education 7 DOI logo
Amiryousefi, Mohammad
2017. The differential effects of collaborative vs. individual prewriting planning on computer-mediated L2 writing: transferability of task-based linguistic skills in focus. Computer Assisted Language Learning 30:8  pp. 766 ff. DOI logo
Azkarai, Agurtzane & Asier Calzada
2024. A multi-faceted view of engagement with language: a study with young EFL learners working on a collaborative writing task. Classroom Discourse  pp. 1 ff. DOI logo
Bhowmik, Subrata Kumar, Brianna Hilman & Sylvie Roy
2019. Peer collaborative writing in the EAP classroom: Insights from a Canadian postsecondary context. TESOL Journal 10:2 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
Byrnes, Heidi
Byrnes, Heidi & Rosa M. Manchón
2014. Task-based language learning. In Task-Based Language Learning – Insights from and for L2 Writing [Task-Based Language Teaching, 7],  pp. 1 ff. DOI logo
Byrnes, Heidi & Rosa M. Manchón
2014. Task, task performance, and writing development. In Task-Based Language Learning – Insights from and for L2 Writing [Task-Based Language Teaching, 7],  pp. 267 ff. DOI logo
Caleffi, Paola Maria
2023. A Comparison between EFL Writing Errors in Computer-Based and Paper-Based Assignments. Lingue Culture Mediazioni - Languages Cultures Mediation (LCM Journal) 10:1 DOI logo
Calzada, Asier & María del Pilar García Mayo
2020. Chapter 1. Child EFL grammar learning through a collaborative writing task. In Languaging in Language Learning and Teaching [Language Learning & Language Teaching, 55],  pp. 20 ff. DOI logo
Calzada, Asier & María del Pilar García Mayo
2020. Child EFL learners’ attitudes towards a collaborative writing task. Language Teaching for Young Learners 2:1  pp. 52 ff. DOI logo
Calzada, Asier & María del Pilar García Mayo
2021. Effects of proficiency and collaborative work on child EFL individual dictogloss writing. Language Teaching for Young Learners 3:2  pp. 246 ff. DOI logo
Calzada, Asier & María del Pilar García Mayo
2021. Child learners’ reflections about EFL grammar in a collaborative writing task: when form is not at odds with communication. Language Awareness 30:1  pp. 1 ff. DOI logo
Cerezo, Lourdes & Florentina Nicolás-Conesa
2023. Are Two Heads Always Better Than One?. In New Approaches to the Investigation of Language Teaching and Literature [Advances in Educational Technologies and Instructional Design, ],  pp. 37 ff. DOI logo
Cheng, Fei-Wen
2017. Construing CSL Writing as Meaning-Making: A Genre-Based Approach. In Explorations into Chinese as a Second Language [Educational Linguistics, 31],  pp. 111 ff. DOI logo
Chingchit, Ornuma
2024. The contribution of written corrective feedback and its association with working memory on the development of EFL learners’ English plurals. Language Teaching Research 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
Coyle, Yvette & Julio Roca de Larios
2014. EXPLORING THE ROLE PLAYED BY ERROR CORRECTION AND MODELS ON CHILDREN’S REPORTED NOTICING AND OUTPUT PRODUCTION IN A L2 WRITING TASK. Studies in Second Language Acquisition 36:3  pp. 451 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
Gallego, Muriel
2022. L2 Spanish morphosyntactic development through collaborative writing: An analysis of mood production, text length and syntactic complexity. Language Teaching Research 26:1  pp. 34 ff. DOI logo
Garcés-Manzanera, Aitor
2022. affordances of rubrics in L2 writing in Higher Education. HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades 11:Monográfico  pp. 1 ff. DOI logo
Ghanbaran, Samira, Saeed Ketabi & Mohammadtaghi Shahnazari
2023. Investigating the Effect of Task Type and Modality on Flow Experience Among Intermediate Persian EFL Learners. Journal of Psycholinguistic Research 52:6  pp. 2835 ff. DOI logo
Gilabert, Roger, Rosa Manchón & Olena Vasylets
2016. Mode in Theoretical and Empirical TBLT Research: Advancing Research Agendas. Annual Review of Applied Linguistics 36  pp. 117 ff. DOI logo
Hamano-Bunce, Douglas
2022. The effects of direct written corrective feedback and comparator texts on the complexity and accuracy of revisions and new pieces of writing. Language Teaching Research  pp. 136216882211276 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
Ishikawa, Masako
2015. Metanotes (written languaging) in a translation task: do L2 proficiency and task outcome matter?. Innovation in Language Learning and Teaching 9:2  pp. 115 ff. DOI logo
Ishikawa, Masako & Andrea Révész
2020. Chapter 10. L2 learning and the frequency and quality of written languaging. In Languaging in Language Learning and Teaching [Language Learning & Language Teaching, 55],  pp. 220 ff. DOI logo
Ishikawa, Masako & Wataru Suzuki
2023. Effects of written languaging on second language learning: Mediating roles of aptitude. The Modern Language Journal 107:S1  pp. 95 ff. DOI logo
Kobayashi, Hiroe & Carol Rinnert
2023. Multilingual Artist and Poet: Unbounded Self-Expression. In Developing Multilingual Writing [Multilingual Education, 42],  pp. 277 ff. DOI logo
Lázaro-Ibarrola, Amparo
2023. Model texts in collaborative and individual writing among EFL children: noticing, incorporations, and draft quality. International Review of Applied Linguistics in Language Teaching 61:2  pp. 329 ff. DOI logo
Lázaro-Ibarrola, Amparo & María Ángeles Hidalgo
2021. Give me a second chance. Language Teaching for Young Learners 3:2  pp. 275 ff. DOI logo
López-Serrano, Sonia, Julio Roca de Larios & Rosa M. Manchón
2019. LANGUAGE REFLECTION FOSTERED BY INDIVIDUAL L2 WRITING TASKS. Studies in Second Language Acquisition 41:3  pp. 503 ff. DOI logo
Macaro, Ernesto
2014. Reframing task performance. In Task-Based Language Learning – Insights from and for L2 Writing [Task-Based Language Teaching, 7],  pp. 53 ff. DOI logo
Macaro, Ernesto
2015. Wingate, U. (2015) Academic Literacy and student diversity: The case for inclusive practice. Multilingual Matters. ISBN 978‐1‐78309‐347‐2. International Journal of Applied Linguistics 25:3  pp. 429 ff. DOI logo
Manchón, Rosa M.
2014. The internal dimension of tasks. In Task-Based Language Learning – Insights from and for L2 Writing [Task-Based Language Teaching, 7],  pp. 27 ff. DOI logo
Manchón, Rosa M.
2020. Chapter 1. Writing and language learning. In Writing and Language Learning [Language Learning & Language Teaching, 56],  pp. 3 ff. DOI logo
Manchón, Rosa M. & Lourdes Cerezo
2018. Writing as Language Learning. In The TESOL Encyclopedia of English Language Teaching,  pp. 1 ff. DOI logo
Matsuda, Paul Kei & Melika Nouri
2019. Informal Writing and Language Learning. In The Handbook of Informal Language Learning,  pp. 75 ff. DOI logo
McDonough, Kim & William J. Crawford
2020. Identifying effective writing tasks for use in EFL write-to-learn language contexts. The Language Learning Journal 48:4  pp. 469 ff. DOI logo
McDonough, Kim, William J. Crawford & Jindarat De Vleeschauwer
Mirzaei, Azizullah & Zohreh R. Eslami
2015. ZPD-activated languaging and collaborative L2 writing. Educational Psychology 35:1  pp. 5 ff. DOI logo
Montealegre Ramón, Félix
2019. Exploring the learning potential of models with secondary school EFL learners. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 32:1  pp. 155 ff. DOI logo
Naghdipour, Bakhtiar
2017. Incorporating formative assessment in Iranian EFL writing: a case study. The Curriculum Journal 28:2  pp. 283 ff. DOI logo
Naghdipour, Bakhtiar & Sabri Koç
2015. The Evaluation of a Teaching Intervention in Iranian EFL Writing. The Asia-Pacific Education Researcher 24:2  pp. 389 ff. DOI logo
NICOLÁS–CONESA, FLORENTINA, ROSA MARÍA MANCHÓN & LOURDES CEREZO
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
Roca de Larios, Julio, Francisco Javier García Hernández & Yvette Coyle
Ruiz-Funes, Marcela
2014. Task complexity and linguistic performance in advanced college-level foreign language writing. In Task-Based Language Learning – Insights from and for L2 Writing [Task-Based Language Teaching, 7],  pp. 163 ff. DOI logo
Simard, Daphnée & Michael Zuniga
Storch, Neomy
2018. Collaborative Writing. In The TESOL Encyclopedia of English Language Teaching,  pp. 1 ff. DOI logo
Storch, Neomy
2021. Collaborative Writing. In The TESOL Encyclopedia of English Language Teaching,  pp. 1 ff. DOI logo
Storch, Neomy
2023. Collaborative Writing as a Pedagogical Technique. In The Encyclopedia of Applied Linguistics,  pp. 1 ff. DOI logo
Teng, Lin Sophie
2022. Development and Validation of Self-Report Questionnaires. In Self-regulated Learning and Second Language Writing [English Language Education, 26],  pp. 81 ff. DOI logo
Teng, Lin Sophie, Peijian Paul Sun & Linlin Xu
2018. Conceptualizing Writing Self‐Efficacy in English as a Foreign Language Contexts: Scale Validation Through Structural Equation Modeling. TESOL Quarterly 52:4  pp. 911 ff. DOI logo
Vasylets, Olena, Roger Gilabert & Rosa M. Manchón
2017. The Effects of Mode and Task Complexity on Second Language Production. Language Learning 67:2  pp. 394 ff. DOI logo
Whittaker, Rachel & Anne McCabe
Zarrinabadi, Nourollah & Mohsen Rezazadeh
2023. Why only feedback? Including feed up and feed forward improves non-linguistic aspects of L2 writing. Language Teaching Research 27:3  pp. 575 ff. DOI logo

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