In:Writing and Language Learning: Advancing research agendas
Edited by Rosa M. Manchón
[Language Learning & Language Teaching 56] 2020
► pp. v–vii
Get fulltext
This article is available free of charge.
Published online: 20 November 2020
https://doi.org/10.1075/lllt.56.toc
https://doi.org/10.1075/lllt.56.toc
Table of contents
Introduction
Chapter 1.Writing and language learning: Looking back and moving forward
3
Rosa M. Manchón
Part I.Advances in theoretical perspectives
Chapter 2.L2 writing and L2 learning: Transfer, self-regulation, and identities
29
Alister Cumming
Chapter 3.A dual-process model of L1 writing processes: Implications for L2 writing research agendas on processing and language development
49
David Galbraith
Zulaikha Al-Saadi
Chapter 4.Toward an agenda for researching L2 writing and language learning: The educational context of development
73
Heidi Byres
Chapter 5.L2 writing-to-learn: Theory, research, and a curricular approach
95
Ron Leow
Part II.Advances in empirical research
Chapter 6.The effects of task repetition across modalities and proficiency levels
121
Alberto Sánchez
Rosa M. Manchón
Roger Gilabert
Chapter 7.Effects of task repetition with the aid of direct and indirect written corrective feedback: A longitudinal study in an out-of-school context
145
Victoria Amelohina
Florentina Nicolás-Conesa
Rosa M. Manchón
Chapter 8.Task modality, communicative adequacy and CAF measures: The moderating role of task complexity
183
Olena Vasylets
Roger Gilabert
Rosa M. Manchón
Chapter 9.A mixed-methods approach to exploring the L2 learning potential of writing versus speaking
207
Janire Zalbidea
Chapter 10.Processing output during individual L2 writing tasks: An exploration of depth of processing and the effects of proficiency
231
Sonia López Serrano
Julio Roca de Larios
Rosa M. Manchón
Chapter 11.Investigating the relationship between peer interaction and writing processes in computer-supported collaborative L2
writing: A mixed-method study
255
Laura Stiefenhöfer
Marije Michel
Chapter 12.The meaning-making potential of collaborative L2 writing at tertiary level
281
Marcus Saller
Chapter 13.Writing on history in a Content and Language Integrated Learning (CLIL) context: Development of grammatical metaphor and abstraction as evidence of language learning
309
Rachel Whittaker
Anne McCabe
Part III.Advances in future research agendas
Chapter 14.An ISLA perspective on L2 learning through writing: Implications for future research agendas
335
Rosa M. Manchón
Ron Leow
Chapter 15.Can writing facilitate the development of a richer vocabulary? Advancing research agendas
357
Diane Schmitt
Chapter 16.Can writing facilitate the development of grammatical competence? Advancing research agendas
381
Charlene Polio
Coda
Chapter 17.The language learning potential of L2 writing: Moving forward in theory and research
405
Rosa M. Manchón
Index
427
