The study reported in this chapter set out to investigate 18 EFL learners’ own perceptions of the language learning potential of L2 writing, and the actions they reported taking to make the most of the learning opportunities afforded by their engagement with writing. Data for the study came from self-reflection journals and in-depth semi-structured interviews conducted at two points in time 9 months apart. Our results shed light on the role played by self-initiated and teacher-led noticing processes and associated learning actions, extensive and challenging output practice, and the availability of tailor-made form-focused instruction in bringing about learning through writing. The participants’ own perceptions of the language learning potential of writing was also found to be both a powerful motivating factor in their literacy experience and one of the goals that guided their writing activity. Several implications of these findings for future research will be discussed.
2023. Effects of task complexity on the learning of genre specific rhetorical moves and linguistic forms: the case of contrast and argumentative essays. International Review of Applied Linguistics in Language Teaching 61:2 ► pp. 571 ff.
2023. L2 writing as a scaffold for L2 speaking accuracy. International Journal of Applied Linguistics 33:2 ► pp. 207 ff.
Bowles , Melissa A. & Kacie Gastañaga
2022. Heritage, second and third language learner processing of written corrective feedback: Evidence from think-alouds. Studies in Second Language Learning and Teaching 12:4 ► pp. 675 ff.
Schurz, Alexandra, Marion Coumel & Julia Hüttner
2022. Accuracy and Fluency Teaching and the Role of Extramural English: A Tale of Three Countries. Languages 7:1 ► pp. 35 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.
García Mayo, María del Pilar & Udane Loidi Labandibar
2017. The Use of Models as Written Corrective Feedback in English as a Foreign Language (EFL)Writing. Annual Review of Applied Linguistics 37 ► pp. 110 ff.
2017. Language Learners’ Writing Task Representation and Its Effect on Written Performance in an EFL Context. Journal of Psycholinguistic Research 46:3 ► pp. 567 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.
This list is based on CrossRef data as of 15 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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