Part of
Instructed Second Language Acquisition Research Methods
Edited by Laura Gurzynski-Weiss and YouJin Kim
[Research Methods in Applied Linguistics 3] 2022
► pp. 305328
References (94)
References
Amelohina, V., Manchón, R. M., & Nicolás-Conesa, F. (2020). Effects of task repetition with the aid of direct and indirect written corrective feedback: A longitudinal study. In R. M. Manchón (Ed.), Writing and language learning: Advancing research agendas (pp. 145–181). John Benjamins. DOI logoGoogle Scholar
Azkarai, A., & García-Mayo, P. (2015). Task-modality and L1 use in EFL oral interaction. Language Teaching Research, 19(5), 550–571. DOI logoGoogle Scholar
Benson, S., & DeKeyser, R. (2018). Effects of written corrective feedback and language aptitude on verb tense accuracy. Language Teaching Research. 12(1), 13–42. DOI logoGoogle Scholar
Bowles, M. (2010). The think-aloud controversy in second language research. Routledge. DOI logoGoogle Scholar
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). Routledge. DOI logoGoogle Scholar
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). Routledge. DOI logoGoogle Scholar
Chan, H. P., Verspoor, M., & Vahtrick, L. (2015). Dynamic development in speaking versus writing in identical twins. Language Learning, 65(2), 298–325. DOI logoGoogle Scholar
Cho, M. (2018). Task complexity and modality: Exploring learners’ experience from the perspective of flow. Modern Language Journal, 102(1), 162–180. DOI logoGoogle Scholar
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 logoGoogle Scholar
Ellis, R. (2009). A typology of written corrective feedback types. ELT Journal, 63(2), 97–107. DOI logoGoogle Scholar
Ferris, D., Liu, H., Sinha, A., & Senna, M. (2013). Written corrective feedback for individual L2 writers. Journal of Second Language Writing, 22(3), 307–329. DOI logoGoogle Scholar
García-Mayo, P., & Azkarai, A. (2016). EFL task-based interaction. Does task modality impact on language-related episodes? In M. Sato, A. Bello, & S. Ballinger (Eds.), Peer interaction and second language learning. Pedagogical potential and research agenda (pp. 241–266). John Benjamins. DOI logoGoogle Scholar
Gass, S. M., & Mackey, A. (2016). Stimulated recall methodology in applied linguistics and L2 research (2nd ed.). Routledge. DOI logoGoogle Scholar
Godfrey, L., Treacy, C., & Tarone, E. (2014). Change in French second language writing in study abroad and domestic contexts. Foreign Language Annals, 47(1), 48–65. DOI logoGoogle Scholar
Han, Y., & Hyland, F. (2015). Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom. Journal of Second Language Writing, 30, 31–44. DOI logoGoogle Scholar
Harman, R. (2013). Literary intertextuality in genre-based pedagogies: Building lexical cohesion in fifth-grade L2 writing. Journal of Second Language Writing, 22(2), 125–140. DOI logoGoogle Scholar
Hartshorn, K. J., Evans, N. W., Merrill, P. F., Sudweeks, R. R., Strong-Krause, D., & Anderson, N. J. (2010). Effects of dynamic corrective feedback on ESL writing accuracy. TESOL Quarterly, 44(1), 84–109. DOI logoGoogle Scholar
Henshaw, F. (2015). Learning outcomes of L2-heritage learner interaction: The proof is in the posttests. Heritage Language Journal, 12(3), 245–270. DOI logoGoogle Scholar
Johnson, M. (2017). Cognitive task complexity and L2 written syntactic complexity, accuracy, lexical complexity, and fluency: A research synthesis and meta-analysis. Journal of Second Language Writing, 37, 13–38. DOI logoGoogle Scholar
Kang, S., & Lee, J.-H. (2019). Are two heads always better than one? The effects of collaborative planning on L2 writing in relation to task complexity. Journal of Second Language Writing, 45, 61–72. DOI logoGoogle Scholar
Kessler, M., Polio, C., Xu, C. & Hao, X. (2020). The effects of oral discussion and text chat on L2 Chinese writing. Foreign Language Annals, 53(4), 666–685. DOI logoGoogle Scholar
Khuder, B., & Harwood, N. (2015). L2 writing in test and non-test situations: Process and product. Journal of Writing Research, 6(3), 233–278. DOI logoGoogle Scholar
Kim, Y., & Emelivanova, L. (2021). The effects of written corrective feedback on the accuracy of L2 writing: Comparing collaborative and individual revision behavior. Language Teaching Research, 25(2), 234–255. DOI logoGoogle Scholar
Knospe, Y., Sullivan, K., Malmqvist, A., & Valfridsson, I. (2019). Observing writing and website browsing: Swedish students write L3 German. In E. Lindgren & K. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (pp. 258–284). Brill.Google Scholar
Koltovskaia, S. (2020). Student engagement with automated written corrective feedback (AWCF) provided by Grammarly: A multiple case study. Assessing Writing, 44. DOI logoGoogle Scholar
Kyle, K. (2022). Writing and vocabulary learning. In R. Manchón & C. Polio (Eds.), The Routledge handbook of second language acquisition and writing (pp. 183–198). Routledge.Google Scholar
Kyle, K., Crossley, S., & Verspoor, M. (2021). Measuring longitudinal writing development using indices of syntactic complexity and sophistication. Studies in Second Language Acquisition, 43(4), 781–812. DOI logoGoogle Scholar
Lantolf, J. P., Thorne, S. L., & Poehner, M. E. (2015). Sociocultural theory and second language development. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition (pp. 207–226). Routledge.Google Scholar
Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics, 22(1), 1–26. DOI logoGoogle Scholar
Leijten, M., van Waes, L., Schrijver, I., Bernolet, S., & Vangehuchten, L. (2019). Mapping master’s students’ use of external sources in source-based writing in L1 and L2. Studies in Second Language Acquisition, 41(3), 555–582. DOI logoGoogle Scholar
Leow, R. P. (2015). Explicit learning in the classroom. A student-centered perspective. Routledge. DOI logoGoogle Scholar
(2019). From SLA > ISLA > ILL: A curricular perspective. In R. P. Leow (Ed.), The Routledge handbook of second language research in classroom learning (pp. 485–493). Routledge. DOI logoGoogle Scholar
(2020). L2 writing-to-learn: Theory, research, and a curricular approach. In R. M. Manchón (Ed.), Writing and language learning. Advancing research agendas (pp. 95–117). John Benjamins. DOI logoGoogle Scholar
Leow, R. P., & Bowles, M. A. (in press). Verbally mediated data: Concurrent/retrospective verbalizations via think-alouds and stimulated recalls. In R. M. Manchón & J. Roca de Larios (Eds.), Research methods in the study of writing processes. John Benjamins.
Leow, R. P., Grey, S., Marijuan, S., & Moorman, C. (2014). Concurrent data elicitation procedures, processes, and the early stages of L2 learning: A critical overview. Second Language Research, 30(2), 111–127. DOI logoGoogle Scholar
Leow, R. P., & Manchón, R. M. (2022). Expanding research agendas: Directions for future research agendas on writing, language learning and ISLA. In R. M. Manchón & C. Polio (Eds.), Routledge handbook of second language acquisition and writing (pp. 299–311). Routledge.Google Scholar
Leow, R. P., Thinglum, A., & Leow, S. A. (in press). WCF processing in the L2 curriculum: A look at type of WCF and type of linguistic item. Studies in Second Language Learning and Teaching.
Li, J., & Schmitt, N. (2009). The acquisition of lexical phrases in academic writing: A longitudinal case study. Journal of Second Language Writing, 18(2), 85–102. DOI logoGoogle Scholar
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 logoGoogle Scholar
Lim, J., Tigchelaar, M., & Polio, C. (2021). Understanding written linguistic development through writing goals and writing behaviors. Language Awareness, 30(1), 117–136 DOI logoGoogle Scholar
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(3), 503–527. DOI logoGoogle Scholar
Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake. Studies in Second Language Acquisition, 19(1), 37–66. DOI logoGoogle Scholar
Lu, X. (2011). A corpus-based evaluation of syntactic complexity measures as indices of college-level ESL writers’ language development. TESOL Quarterly, 45(1), 36–62. DOI logoGoogle Scholar
Man, D., & Chau, M. H. (2019). Learning to evaluate through that-clauses: Evidence from a longitudinal learner corpus. Journal of English for Academic Purposes, 37, 22–33. DOI logoGoogle Scholar
Manchón, R. M., & Leow, R. P. (2020). An ISLA perspective on L2 learning through writing. Implications for future research agendas. In R. M. Manchón (Ed.), Writing and language learning. Advancing research agendas (pp. 335–355). John Benjamins. DOI logoGoogle Scholar
Manchón, R. M., Nicolás-Conesa, F., Cerezo, L., & Criado, R. (2020). L2 writers’ processing of written corrective feedback: Depth of processing via written languaging. In R. M. Manchón (Ed.), Writing and language learning. Advancing research agendas (pp. 241–265). John Benjamins. DOI logoGoogle Scholar
Manchón, R. M., & Vasylets, O. (2019). Language learning through writing: Theoretical perspectives and empirical evidence. In J. W. Schwieter & A. Benati (Eds.), The Cambridge handbook of language learning (pp. 341–362). Cambridge University Press. DOI logoGoogle Scholar
Mazgutova, D., & Kormos, J. (2015). Syntactic and lexical development in an intensive English for Academic Purposes programme. Journal of Second Language Writing, 29, 3–15. DOI logoGoogle Scholar
McDonough, K., & De Vleeschauwer, J. (2019). Comparing the effect of collaborative and individual prewriting on EFL learners’ writing development. Journal of Second Language Writing, 44, 123–130. DOI logoGoogle Scholar
Menke, M., & Strawbridge, T. (2019). The writing of Spanish majors: A longitudinal analysis of syntactic complexity. Journal of Second Language Writing, 46, 100665. DOI logoGoogle Scholar
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 logoGoogle Scholar
Michel, M., Révész, A., Lu, J., Kourtali, N.-E., Li, M., & Borges, M. (2020). Investigating L2 writing processes across independent and integrated tasks: A mixed-methods study. Second Language Research, 36(3), 277–304. DOI logoGoogle Scholar
Miller, K. S., Lindgren, E., & Sullivan, K. P. H. (2011). The psycholinguistic dimension in second language writing: opportunities for research and pedagogy using computer keystroke logging. TESOL Quarterly, 42(3), 433–454. DOI logoGoogle Scholar
Norris, J. M., & Ortega, L. (2003). Defining and measuring L2 acquisition. In C. Doughty, & M. H. Long (Eds.). Handbook of second language acquisition (pp. 717–761). Blackwell. DOI logoGoogle Scholar
Ong, J. (2014). How do planning time and task conditions affect metacognitive processes of L2 writers? Journal of Second Language Writing, 23, 17–30. DOI logoGoogle Scholar
Ong, J., & Zhang, L. (2010). Effects of task complexity on the fluency and lexical complexity in EFL students’ argumentative writing. Journal of Second Language Writing, 19(4), 218–233. DOI logoGoogle Scholar
Papi, M. (2022). The role of motivational and affective factors in learners’ writing performance and engagement with written corrective feedback. In R. Manchón & C. Polio, (Eds.), The Routledge handbook of second language acquisition and writing (pp. 152–165). Routledge.Google Scholar
Park, E. S., & Kim, O. Y. (2019). Learners’ engagement with indirect written corrective feedback: Depth of processing and self-correction. In R. P. Leow (Ed.), The Routledge handbook of second language research in classroom learning (pp. 212–226). Routledge. DOI logoGoogle Scholar
Pérez-Vidal, C., & Roquet, H. (2015). CLIL in context: Profiling language abilities. In M. Juan-Garau & J. Salazar-Noguera (Eds.), Content-based language learning in multilingual educational environments (pp. 237–255). Springer. DOI logoGoogle Scholar
Polio, C. (2020). Can writing facilitate grammatical development? Advancing research agendas. In R. M. Manchón (Ed.), The language learning potential of L2 writing: Moving forward in theory and research (pp. 381–420). John Benjamins. DOI logoGoogle Scholar
(2022). Writing and grammar development. In R. Manchón & C. Polio (Eds.), The Routledge handbook of second language acquisition and writing (pp. 169–182). Routledge.Google Scholar
Polio, C., & Friedman, D. (2017). Understanding, evaluating, and conducting second language writing research. Routledge.Google Scholar
Polio, C., & Shea, M. (2014). Another look at accuracy in second language writing development. Journal of Second Language Writing, 23(1), 10–27. DOI logoGoogle Scholar
Ranalli, J. (2021). L2 student engagement with automated feedback on writing: Potential for learning and issues of trust. Journal of Second Language Writing, 52, 1–16. DOI logoGoogle Scholar
Révész, A., Kourtali, N. E., & Mazgutova, D. (2017). Effects of task complexity on L2 writing behaviors and linguistic complexity. Language Learning, 67(1), 208–241. DOI logoGoogle Scholar
Révész, A., & Michel, M. (Eds.). (2019). Methodological advances in investigating L2 writing processes [Special Issue]. Studies in Second Language Acquisition, 41(3). DOI logoGoogle Scholar
Roquet, H., & Pérez-Vidal, C. (2017). Do productive skills improve in content and language integrated learning contexts? The case of writing. Applied Linguistics, 38(4), 489–511.Google Scholar
Sachs, R., & Polio, C. (2007). Learners’ uses of two types of written feedback on an L2 writing revision task. Studies in Second Language Acquisition, 29(1), 67–100. DOI logoGoogle Scholar
Sánchez, A., Manchón, R. M., & Gilabert, R. (2020). The effects of task repetition across modalities and proficiency levels. In R. M. Manchón (Ed.), Writing and language learning: Advancing research agendas (pp. 121–143). John Benjamins. DOI logoGoogle Scholar
Sasaki, M. (2004). A multiple-data analysis of the 3.5- year development of EFL student writers. Language Learning, 54(3), 525–582. DOI logoGoogle Scholar
Sasaki, M., Mizumoto, A., & Murakami, A. (2018). Developmental trajectories in L2 writing strategy use: A self-regulation perspective. Modern Language Journal, 102(2), 292–309. DOI logoGoogle Scholar
Schmitt, D. (2020). Can writing facilitate the development of a richer vocabulary? Advancing research agendas. In R. M. Manchón (Ed.), Writing and language learning. Advancing research agendas (pp. 357–380). John Benjamins. DOI logoGoogle Scholar
Serrano, R. (2011). The effect of program type and proficiency level on learners’ written production. Revista Española de Lingüística Aplicada, 24, 211–226.Google Scholar
Smith, B. E., Pacheco, M. B., & De Almeida, C. R. (2017). Multimodal codemeshing: Bilingual adolescents’ processes composing across models of language. Journal of Second Language Writing, 36, 6–22. DOI logoGoogle Scholar
Suzuki, W. (2012). Written languaging, direct correction, and second language writing revision. Language Learning, 62(4), 1110–1133. DOI logoGoogle Scholar
Swain, M., & Lapkin, S. (1995). Problems in output and the cognitive processes they generate: A step towards second language learning. Applied Linguistics, 16(3), 371–391. DOI logoGoogle Scholar
Van Waes, L., & Leijten, M. (2015). Fluency in writing: A multidimensional perspective on writing fluency applied to L1 and L2. Computers and Composition, 38, 79–95. DOI logoGoogle Scholar
Vasylets, O., & Gilabert, R. (2022). Task effects across modalities. In R. M. Manchón & C. Polio (Eds.), The Routledge handbook of second language acquisition and writing (pp. 39–51). Routledge.Google Scholar
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 logoGoogle Scholar
(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 logoGoogle Scholar
(2020). Task modality, communicative adequacy and CAF measures. In R. M. Manchón (Ed.), Writing and language learning: Advancing research agendas (pp. 183–206). John Benjamins. DOI logoGoogle Scholar
Wigglesworth, G., & Storch, N. (2012). Feedback and writing development through collaboration: A socio-cultural approach. In R. M. Manchón (Ed.), L2 writing development: Multiple perspectives (pp. 69–101). De Gruyter Mouton. DOI logoGoogle Scholar
Wijers, M. (2018). The role of variation in l2 syntactic complexity: A case study on subordinate clauses in Swedish as a foreign language. Nordic Journal of Linguistics, 41, 75–116. DOI logoGoogle Scholar
Wolfe-Quintero, K., Inagaki, S., & Kim, H. Y. (1998). Second language development in writing: Measures of fluency, accuracy, & complexity. University of Hawai’i Press.Google Scholar
Yasuda, S. (2011). Genre-based tasks in foreign language writing: Developing writers’ genre awareness, linguistic knowledge, and writing competence. Journal of Second Language Writing, 20(2), 111–133. DOI logoGoogle Scholar
Yoon, H. J., & Polio, C. (2017). ESL students’ linguistic development in two written genres. TESOL Quarterly, 51(2), 275–301. DOI logoGoogle Scholar
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 logoGoogle Scholar
(2020a). A mixed-methods approach to exploring the L2 learning potential of writing versus speaking In R. M. Manchón (Ed.), Writing and language learning. Advancing research agendas (pp. 207–230). John Benjamins. DOI logoGoogle Scholar
(2020b). On the scope of output in SLA task modality, salience, L2 grammar noticing and development. Studies in Second Language Acquisition, 43(1), 50–82. DOI logoGoogle Scholar
Zalbidea, J., & Sanz, C. (2020). Does learner cognition count on modality? Working memory and L2 morphosyntactic achievement across oral and written tasks. Applied Psycholinguistics, 41(5), 1171–1196. DOI logoGoogle Scholar
Zhang, Z. (2020). Engaging with automated writing evaluation (AWE) feedback on L2 writing: Student perceptions and revisions. Assessing Writing, 43, 100439. DOI logoGoogle Scholar
Zheng, Y., & Yu, S. (2018). Student engagement with teacher written corrective feedback in EFL writing: A case study of Chinese lower-proficiency students. Assessing Writing, 37, 13–24. DOI logoGoogle Scholar
Zhou, A. A., Busch, M., & Cumming, A. (2014). Do adult ESL learners’ and their teachers’ goals for improving grammar in writing correspond? Language Awareness, 23(3), 234–254. DOI logoGoogle Scholar