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In:Writing and Language Learning: Advancing research agendas
Edited by Rosa M. Manchón
[Language Learning & Language Teaching 56] 2020
► pp. 405–426

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Chapter 17
The language learning potential of L2 writing

Moving forward in theory and research

 | University of Murcia
Published online: 20 November 2020
DOI logo with link
https://doi.org/10.1075/lllt.56.17man
Abstract
In this final chapter I articulate how the book contributes to advancing previous intersectional work between the fields of L2 writing and ISLA/SLA. To this end, I discuss the volume’s expansion of theoretical and empirical knowledge on writing as a site for language development in terms of (a) new empirical insights provided on the learning affordances of L2 writing and the variables mediating observed effects, and (b) future research directions suggested, primarily in terms of domains to be researched, empirical questions to be addressed, and methods of inquiry to be employed.
Article outline
  • Dimensions of the connection between writing and language learning: Learning through, by, for, and with writing
  • New empirical insights on the learning affordances of L2 writing and the variables mediating observed effects
    • The language learning potential of writing from the perspective of the affordances of writing vs. speaking
    • Learning through writing: New insights on the processing dimension of L2 writing and associated learning effects
    • Learning by writing: Language learning and the meaning-making activity that is criterial to writing
  • New directions for future research agendas
    • Future inquiry into writing processes and effects on learning
    • Future inquiry into learning that accrues in writing: The role of tasks
    • The role of individual differences
    • The role of instruction in promoting vocabulary and grammar learning
  • Future empirical research agendas: Research methodology considerations
    • Refinements of constructs and analytical approaches
    • Relevance of data triangulation and the use of mixed-methods research approaches
    • Adopting an educational, curricular approach: The needed longitudinal perspective
  • Concluding remarks
  • References
References (19)
References
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Cited by (4)

Cited by four other publications

Manchón, Rosa M. & Julio Roca de Larios
2023. The study of L2 writing processes. In Research Methods in the Study of L2 Writing Processes [Research Methods in Applied Linguistics, 5], ► pp. 6 ff. DOI logo
Tabari, Mahmoud Abdi, Masatoshi Sato & Yizhou Wang
2023. Engagement with written corrective feedback: Examination of feedback types and think-aloud protocol as pedagogical interventions. Language Teaching Research DOI logo
Leow , Ronald P., Anne Thinglum & Stephanie A. Leow
2022. WCF processing in the L2 curriculum: A look at type of WCF, type of linguistic item, and L2 performance. Studies in Second Language Learning and Teaching 12:4 ► pp. 651 ff. DOI logo
ROGERS, JOHN & RONALD P. LEOW
2020. Toward Greater Empirical Feasibility of the Theoretical Framework for Systematic and Deliberate L2 Practice: Comments on Suzuki, Nakata, & DeKeyser (2019). The Modern Language Journal 104:1 ► pp. 309 ff. DOI logo

This list is based on CrossRef data as of 26 november 2025. 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.

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