Part of
Learning-to-Write and Writing-to-Learn in an Additional LanguageEdited by Rosa M. Manchón
[Language Learning & Language Teaching 31] 2011
► pp. 61–82
Edited by Rosa M. Manchón
[Language Learning & Language Teaching 31] 2011
► pp. 61–82
Chapter 4. Writing to learn the language
Issues in theory and research
This chapter offers an overview of several strands of existing research addressing various aspects of L2 writing and SLA so as to be able to trace signs, both overtly provided by the authors or implicitly emerging from their arguments, of a shared interest in what I call the language learning potential of writing. I review theoretical frameworks informing this body of research, the most prominent themes investigated, and its main research methodology characteristics. Key findings of the studies reviewed are then synthesized and critically discussed from the perspective of the light they shed on the relationship between written output practice and second language development. The chapter concludes with a call for research into the writing-to-learn the language dimension of L2 writing.
Cited by (57)
Cited by 57 other publications
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. 
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
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.
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
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.
Coyle, Yvette
2023. Chapter 14. Setting up a coding scheme for the analysis of the dynamics of children’s engagement with written corrective feedback. In Research Methods in the Study of L2 Writing Processes [Research Methods in Applied Linguistics, 5], ► pp. 292 ff.
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.
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.
Kobayashi, Hiroe & Carol Rinnert
2023. Multilingual Artist and Poet: Unbounded Self-Expression. In Developing Multilingual Writing [Multilingual Education, 42], ► pp. 277 ff.
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.
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.
Akhmedjanova, Diana & Mariola Moeyaert
2022. Self-Regulated Writing of English Learners: Intervention Development. Frontiers in Education 7
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.
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.
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
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.
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.
Lázaro-Ibarrola, Amparo & María Ángeles Hidalgo
Roca de Larios, Julio, Francisco Javier García Hernández & Yvette Coyle
2021. A theoretically-grounded classification of EFL children’s formulation strategies in collaborative
writing. Language Teaching for Young Learners 3:2 ► pp. 300 ff.
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.
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.
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.
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.
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.
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.
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.
Simard, Daphnée & Michael Zuniga
2020. Chapter 13. Exploring the mediating role of emotions expressed in L2 written languaging in ESL learner text revisions. In Languaging in Language Learning and Teaching [Language Learning & Language Teaching, 55], ► pp. 288 ff.
Whittaker, Rachel & Anne McCabe
2020. Chapter 13. Writing on history in a Content and Language Integrated Learning (CLIL) context. In Writing and Language Learning [Language Learning & Language Teaching, 56], ► pp. 309 ff.
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
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.
Matsuda, Paul Kei & Melika Nouri
2019. Informal Writing and Language Learning. In The Handbook of Informal Language Learning, ► pp. 75 ff.
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.
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.
Manchón, Rosa M. & Lourdes Cerezo
2018. Writing as Language Learning. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff.
Storch, Neomy
2018. Collaborative Writing. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff.
Storch, Neomy
2021. Collaborative Writing. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff.
Storch, Neomy
2023. Collaborative Writing as a Pedagogical Technique. In The Encyclopedia of Applied Linguistics, ► pp. 1 ff.
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.
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.
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.
Naghdipour, Bakhtiar
2017. Incorporating formative assessment in Iranian EFL writing: a case study. The Curriculum Journal 28:2 ► pp. 283 ff.
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.
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.
McDonough, Kim, William J. Crawford & Jindarat De Vleeschauwer
2016. 7. Thai EFL learners’ interaction during collaborative writing tasks and its relationship to text quality. In Peer Interaction and Second Language Learning [Language Learning & Language Teaching, 45], ► pp. 185 ff.
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.
Mirzaei, Azizullah & Zohreh R. Eslami
2015. ZPD-activated languaging and collaborative L2 writing. Educational Psychology 35:1 ► pp. 5 ff.
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.
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.
Byrnes, Heidi
2020. Chapter 4. Toward an agenda for researching L2 writing and language learning. In Writing and Language Learning [Language Learning & Language Teaching, 56], ► pp. 73 ff.
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.
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.
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.
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.
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.
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.
Manchón, Rosa M.
2020. Chapter 1. Writing and language learning. In Writing and Language Learning [Language Learning & Language Teaching, 56], ► pp. 3 ff.
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.
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