The present special issue (SI) is a collection of position papers and empirical studies intended to advance disciplinary conversations on the learning and teaching of second or foreign language (L2) writing in instructed second language acquisition (ISLA) contexts. It does so by analyzing critically past research, providing new empirical insights obtained in controlled and classroom-based studies conducted in various educational settings with diverse populations, suggesting worthy avenues to be pursued in future research agendas, and drawing implications for practice.
Ahmadian, M., & Vasylets, O. (2022). The role of cognitive individual differences in writing performance and written corrective feedback processing and use. In R. M. Manchón & C. Polio (Eds.), Handbook of second language acquisition and writing (pp. 139-151). Routledge. https://doi.org/10.4324/9780429199691-17 DOI: https://doi.org/10.4324/9780429199691-17
Aubrey, S. & Shintani, N. (2022). L2 writing and language learning in electronic environments. In R. M. Manchón & C. Polio (Eds), The Routledge handbook of SLA and writing (pp. 282-296). Routledge. https://doi.org/10.4324/9780429199691-29 DOI: https://doi.org/10.4324/9780429199691-29
Bitchener, J. (2019). The interaction between SLA and feedback research. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing: Contexts and issues (pp. 85-105). Cambridge University Press. https://doi.org/10.1017/9781108635547.007 DOI: https://doi.org/10.1017/9781108635547.007
Bitchener, J. (2021). Written corrective feedback. In H. Nassaji & E. Kartchava (Eds.), The Cambridge handbook of corrective feedback in language learning and teaching (pp. 207-225). Cambridge University Press. https://doi.org/10.1017/9781108589789.011 DOI: https://doi.org/10.1017/9781108589789.011
Byrnes, H. (2020). Toward an agenda for researching L2 writing and language learning. The educational context of development. In R. M. Manchón (Ed.), The language learning potential of L2 writing: Moving forward in theory and research (pp. 73-94). John Benjamins. https://doi.org/10.1075/lllt.56.04byr DOI: https://doi.org/10.1075/lllt.56.04byr
Çiftçi, H., & Aslan, E. (2019). Computer-mediated communication in the L2 writing process: A review of studies between 2000 and 2017. International Journal of Computer Assisted Language Learning and Teaching, 9(2), 19-36. https://doi.org/10.4018/IJCALLT.2019040102 DOI: https://doi.org/10.4018/IJCALLT.2019040102
Cumming, A. (1990). Metalinguistic and ideational thinking in second language composing. Written Communication, 7(4), 483-511. https://doi.org/10.1177/0741088390007004003 DOI: https://doi.org/10.1177/0741088390007004003
Elola, I., & Oskoz, A. (2020). Digital L2 writing literacies: Directions for classroom practice. Equinox.
Godwin-Jones, R. (2018). Second language writing online: An update. Language Learning & Technology, 22(1), 1-15. https://doi.org/10125/44574
Harklau L. (2002). The role of writing in classroom second language acquisition. Journal of Second Language Writing, 11(4), 329-350. https://doi.org/10.1016/S1060-3743(02)00091-7 DOI: https://doi.org/10.1016/S1060-3743(02)00091-7
Kang, E. Y., & Han, Z. (2022). Written corrective feedback: Short-term and long-term effects on language learning. In R. M. Manchón & C. Polio (Eds.), The Routledge handbook of second language acquisition and writing (pp. 213-225). Routledge. https://doi.org/10.4324/9780429199691-23 DOI: https://doi.org/10.4324/9780429199691-23
Kormos, J. (2023). The role of cognitive factors in second language writing and writing to learn a second language. Studies in Second Language Acquisition.
Leow, R. P. (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. https://doi.org/10.1075/lllt.56.05leo DOI: https://doi.org/10.1075/lllt.56.05leo
Leow, R., & Manchón, R. M. (2022). Expanding research agendas: Directions for future research agendas on writing, WCF, language learning, and ISLA. In R. M. Manchón & C. Polio (Eds.), The Routledge handbook second language acquisition and writing (pp. 299-311). Routledge. https://doi.org/10.4324/9780429199691-31 DOI: https://doi.org/10.4324/9780429199691-31
Manchón, R. M. (Ed.) (2020). Writing and language learning: Advancing research agendas. John Benjamins. https://doi.org/10.1075/lllt.56 DOI: https://doi.org/10.1075/lllt.56
Manchón, R. M. (2023). The psycholinguistics of second language writing. In A. Godfroid & H. Hopp (Eds.), The handbook of second language acquisition and psycholinguistics (pp. 400-412). Routledge. https://doi.org/10.4324/9781003018872-37 DOI: https://doi.org/10.4324/9781003018872-37
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. https://doi.org/10.1075/lllt.56.14man DOI: https://doi.org/10.1075/lllt.56.14man
Manchón, R. M., & Roca de Larios, J. (2008). Writing-to-learn in instructed language learning contexts. In E. Alcón & P. Safont (Eds.) Intercultural language use and language learning (pp. 101-121). Springer. https://doi.org/10.1007/978-1-4020-5639-0_6 DOI: https://doi.org/10.1007/978-1-4020-5639-0_6
Manchón, R. M., & Sanz, C. (Eds.) (2023). Individual differences and L2 writing: Expanding SLA research. Special issue to be published in Studies in Second Language Acquisition.
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). de Gruyter Mouton. https://doi.org/10.1515/9781614511335-029 DOI: https://doi.org/10.1515/9781614511335-029
Papi, M., Vasylets, O., & Ahmadian, M. (2022). Individual difference factors for second language writing. In M. Papi & S. Li (Eds.), Handbook of second language acquisition and individual differences (pp. 381-395). Routledge. https://doi.org/10.4324/9781003270546-30 DOI: https://doi.org/10.4324/9781003270546-30
Roca de Larios, J., & Coyle, Y. (2022). Learners' engagement with written corrective feedback in individual and collaborative writing conditions. In R. M. Manchón & C. Polio (Eds.), The Routledge handbook of SLA and writing (pp. 81-93). Routledge. https://doi.org/10.4324/9780429199691-11 DOI: https://doi.org/10.4324/9780429199691-11
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46(2), 327-369. https://doi.org/10.1111/j.1467-1770.1996.tb01238.x DOI: https://doi.org/10.1111/j.1467-1770.1996.tb01238.x
Truscott, J. (2004). Evidence and conjecture on the effects of correction: A response to Chandler. Journal of Second Language Writing, 13, 337-343. https://doi.org/10.1016/j.jslw.2004.05.002 DOI: https://doi.org/10.1016/j.jslw.2004.05.002
Williams, J. (2012). The potential role(s) of writing in second language development. Journal of Second Language Writing, 21(4), 321-331. https://doi.org/10.1016/j.jslw.2012.09.007 DOI: https://doi.org/10.1016/j.jslw.2012.09.007
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