Chapter 1
Writing and language learning
Looking back and moving forward
This introductory chapter serves two main purposes. One is to contextualize the book within the
larger professional discussion, which entails a look back approach in order to provide a synthetic review of key
milestones and developments in the study of writing as a site for language learning. The second aim is to introduce
readers to the aims, structure, and contents of the book. To this end, I (a) outline the key elements of the various
contributions to the book and the way in which they are framed in a common research agenda; (b) describe the
interconnection among contributions and the internal coherence of the volume; and (c) advance the way in which the
book attempts to move theory and research forward.
Article outline
- Looking back: A synthetic review of key developments in theory and research on writing and language learning
- Cumming’s pioneering work: A writing perspective
- Linda Harklau’s contribution: An instructed SLA perspective
- Manchón and Roca de Larios’s contribution: A problem-solving, SLA-oriented, L2-writing perspective
- Subsequent collective initiatives to drive theory and research forward
- Empirical developments on writing as language learning: A synthetic overview
- Moving forward in research agendas on writing and language learning: The present book
- Theory
- Empirical developments
- Future avenues
- Closing commentary
-
References
References (58)
References
Arfé, B. (2012). Looking
into the text generation box to find the psycholinguistic (cognitive-language) writing
processes. In V. W. Beninger, (Ed.), Past,
present, and future contributions of cognitive writing research to cognitive
psychology (pp. 573–578). New York, NY: Psychology Press.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Benson, S., & DeKeyser, R. (2019). Effects
of written corrective feedback and language aptitude on verb tense
accuracy. Language Teaching
Research, 23(6), 702–726. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Bitchener, J. (2012). A
reflection on ‘the language learning potential’ of written CF. Journal of
Second Language
Writing, 21, 348–363. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Bitchener, J. (2019). The
intersection between SLA and feedback
research. In K. Hyland & F. Hyland (Eds.), Feedback
in second language writing. Contexts and
issues (pp. 85–105). Cambridge: CUP. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Bitchener, J., & Storch, N. (2016). Written
corrective feedback for L2 development. Bristol, UK: Multilingual Matters. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Byrnes, H. (Ed.). (2013). Writing
as meaning-making. Teaching to mean. Special
Issue, Journal of Second Language
Writing, 22(2).![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Byrnes, H. (2014). Linking
task and writing for language development: Evidence from a genre-based curricular
approach. In H. Byrnes & R. M. Manchón (Eds.), Task-based
language learning – Insights from and for L2
writing (pp. 237–263). Amsterdam: John Benjamins.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Byrnes, H., & Manchón, R. M. (2014a). Task-based
language learning – Insights from and for L2 writing: An
introduction. In H. Byrnes & R. M. Manchón (Eds.), Task-based
L2 language learning – Insights from and for L2
writing (pp. 1–23). Amsterdam: John Benjamins.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Caras, A. (2019). Written
corrective feedback in compositions and the role of depth of
processing. In R. P. Leow (Ed.), The
Routledge handbook of second language research in classroom
learning (pp. 188–200). New York, NY: Routledge. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
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 logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Cho, M. (2018). Task
complexity and modality: Exploring learners’ experience from the perspective of
flow. Modern Language
Journal, 102(1), 162–180. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Coyle, Y., Cánovas-Guirao, J., & Roca de Larios, J. (2018). Identifying
the trajectories of young EFL learners across multi-stage writing and feedback processing tasks with model
texts. Journal of Second Language
Writing, 42, 25–43. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Cumming, A. (1989). Writing
expertise and second language proficiency. Language
Learning, 39, 81–141. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Cumming, A. (1990). Expertise
in evaluating second language compositions. Language
Testing, 7, 31–51. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Cumming, A. (2012). Preface. In R. M. Manchón (Ed.), Learning-to-write
and writing-to-learn in an additional
language (pp. ix–xii). Amsterdam: John Benjamins.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Ferris, D., & Kurzer, K. (2019). Does
error feedback help L2 writers? Latest evidence on the efficacy of written corrective
feedback. In K. Hyland & F. Hyland (Eds.), Feedback
in second language writing. Contexts and
issues (pp. 106–124). Cambridge: CUP. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Gass, S. (1997). Input,
interaction, and the second language learner. Mahwah, NJ: Lawrence Erlbaum Associates.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Harklau, L. (2002). The
role of writing in classroom second language acquisition. Journal of Second
Language
Writing, 11, 329–350. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hayes, J. (2012). Modeling
and remodeling writing. Written
Communication, 29(3), 369–388. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hyland, K., & Hyland, F. (2019a). Contexts
and issues in feedback on L2 writing. In K. Hyland & F. Hyland (Eds.), Feedback
in second language writing. Contexts and
issues (pp. 1–22). Cambridge: CUP. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hyland, K. & F. Hyland (Eds.) (2019b). Feedback
in second language writing. Contexts and
issues. Cambridge: CUP. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Kang, E., & Han, Z. (2015). The
efficacy of written corrective feedback in improving L2 written
accuracy. Modern Language
Journal, 99(1), 1–18. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Kormos, J. (2012). The
role of individual differences in L2 writing. Journal of Second Language
Writing, 21(4), 390–403. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Kormos, J. (2014). Differences
across modalities of performance: An investigation of linguistic and discourse complexity in narrative
tasks. In H. Byrnes & R. Manchón (Eds.), Task-based
language learning. Insights from and for L2
writing (pp. 193–217). Amsterdam: John Benjamins.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Kormos, J., & Trebits, A. (2012). The
role of task complexity, modality, and aptitude in narrative task
performance. Language
Learning, 62(2), 439–472. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Leow, R. P. (2015). Explicit
learning in the L2 classroom: A student-centered approach. New York, NY: Routledge. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Li, S., & Roshan, S. (2019). The
associations between working memory and the effects of four different types of written corrective
feedback. Journal of Second Language
Writing, 45, 1–15. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Liu, Q., & Brown, D. (2015). Methodological
synthesis of research on the effectiveness of corrective feedback in L2
writing. Journal of Second Language
Writing, 30, 66–81. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
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.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Manchón, R. M. (Ed.) (2009). Writing
in foreign language contexts: Learning, teaching, and research. Bristol, UK: Multilingual Matters. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Manchón, R. M. (2012). L2
writing development: Multiple
perspectives. Berlin: De Gruyter Mouton. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
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](https://benjamins.com/logos/google-scholar.svg)
Manchón, R. M. (2017). The
potential impact of multimodal composition on language learning. Journal of
Second Language
Writing, 38, 94–95. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Manchón, R. M., & Roca de Larios, J. (2007). Writing-to-learn
in instructed language learning contexts. In E. A. Soler & M. P. S. Jordá (Eds.), Intercultural
language use and language
learning (pp. 101–121). Berlin: Springer. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Manchón, R. M., Roca de Larios, J., & Murphy, L. (2009). The
temporal dimension and problem-solving nature of foreign language composing: Implications for
theory. In R. M. Manchón (Ed.), Writing
in foreign language contexts: Learning, teaching, and
research (pp. 102–129). Bristol, UK: Multilingual Matters. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Manchón, R. M., & Tardy, C. (2012). From
the Editors. Exploring L2 writing-SLA interfaces. Special issue in
the Journal of Second Language
Writing, 21(4),
v
.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Manchón, R. M., & Vasylets, O. (2019). Language
learning through writing: Theoretical perspectives and empirical
evidence. In J. B. Schwieter & A. Benati (Eds.), The
Cambridge handbook of language
learning (pp. 341–362). Cambridge: CUP. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
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. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
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 logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Ortega, L. (2012). Epilogue:
Exploring L2 writing–SLA interfaces. Journal of Second Language
Writing, 21(4), 404–415. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Polio, C. (2012). The
relevance of second language acquisition theory to the written error correction
debate. Journal of Second Language
Writing, 21, 375–389. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Révész, A., Michel, M., & Lee, M. (2017). Investigating
IELTS Academic Writing Task 2: Relationships between cognitive writing processes, text quality, and working
memory. IELTS Research Reports Online
Series, 44.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Roca de Larios, J. (2013). Second
language writing as a psycholinguistic locus for L2 production and
learning. Journal of Second Language
Writing, 22(4), 444–445. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Sheen, Y. (2007). The
effect of focused written corrective feedback and language aptitude on ESL learners’ acquisition of
articles. TESOL
Quarterly, 41(2), 255–283. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Stefanou, C., & Révész, A. (2015). Direct
written corrective feedback, learner differences, and the acquisition of second language article use for
generic and specific plural reference. Modern Language
Journal, 99(2), 263–282. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Storch, N. (2013). Collaborative
writing in L2 classrooms. Bristol, UK: Multilingual Matters. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Storch, N. (2016). Collaborative
writing. In R. M. Manchón & P. K. Matsuda (Eds.), Handbook
of second and foreign language
writing (pp. 387–406). Berlin: De Gruyter Mouton. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Storch, N. (2018). Collaborative
writing. In J. Liontas (Ed.), The
TESOL encyclopedia of English language teaching. New York, NY: John Wiley & Sons. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Tavakoli, P. (2014). Storyline
complexity and syntactic complexity in writing and speaking
tasks. In H. Byrnes & R. M. Manchón (Eds.), Task-based
language learning. Insights from and for L2
writing (pp. 217–236). Amsterdam: John Benjamins.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Vasylets, O., Gilabert, R., & Manchón, R. M. (2017). The
effects of mode and task complexity on second language production. Language
Learning, 67(2), 394–430. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Vasylets, O., Gilabert, R., & Manchón, R. M. (2019). Differential
contribution of oral and written modes to lexical, syntactic and propositional complexity in L2 performance in
instructed contexts. Instructed Second Language
Acquisition, 3(2), 206–227. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Williams, J. (2012). The
potential role(s) of writing in second language development. Journal of Second
Language
Writing, 21, 321–331. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Yang, Y., Sun, Y., Chang, P., & Li, Y. (2019). Exploring
the relationship between language aptitude, vocabulary size, and EFL graduate students’ L2 writing
performance. TESOL
Quarterly, 53(3), 845–856. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Zabihi, R. (2018). The
role of cognitive and affective factors in measures of L2 writing. Written
Communication, 35(1), 32–57. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Zalbidea, J. (2017). ‘One
task fits all’? The roles of task complexity, modality, and working memory capacity in L2
performance. Modern Language
Journal, 101(2), 335–352. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Cited by (2)
Cited by two other publications
Manchón, Rosa M.
2023.
Writing and Language Learning. In
The Encyclopedia of Applied Linguistics,
► pp. 1 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Manchón, Rosa M. & Julio Roca de Larios
This list is based on CrossRef data as of 19 july 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.