In:Research Methods in the Study of L2 Writing Processes
Edited by Rosa M. Manchón and Julio Roca de Larios
[Research Methods in Applied Linguistics 5] 2023
► pp. 6–31
Chapter 1The study of L2 writing processes
Lines and methods of inquiry
Published online: 23 October 2023
https://doi.org/10.1075/rmal.5.01man
https://doi.org/10.1075/rmal.5.01man
This introductory chapter serves two main purposes. One
is to contextualize the book within the larger professional discussion,
which we do through a look-back approach in order to provide a synthetic
review of the main lines of research in the study of L2 writing processes
and the main research instruments employed. The second aim of the chapter is
to introduce readers to the aims, structure, and contents of the book.
Article outline
- Introduction
- Writing processes in L2 writing research
- Theoretical approaches and main research directions in the study of L2 writing processes
- Writing processes
- Cognitively-oriented studies of writing processes
- Socio-cultural, ethnographically-oriented studies of writing processes and text production processes
- Feedback processing
- Writing processes
- Methodological considerations in the study of L2 writing processes and
feedback processing
- Writing and text production processes
- Feedback processing
- The present book
- Aims and scope
- Structure and contents
- Final comments
References
References (92)
Barkaoui, K. (2016). What
and when second-language learners revise when responding to timed
writing tasks on the computer: The roles of task type, second
language proficiency, and keyboarding
skills. The Modern Language
Journal, 100, 320–340.
(2019). What
can L2 writers’ pausing behavior tell us about their L2 writing
processes? Studies in Second Language
Acquisition, 41, 529–554.
Beare, S., & Bourdages, J. (2007). Skilled
writers’ generating strategies in L1 and L2: An exploratory
study. In M. Torrance, L. Van Waes, & D. Galbraith (Eds.), Writing
and cognition. Research and
applications (pp. 151–161). Elsevier.
Bereiter, C., & Scardamalia, M. (1987). The
psychology of written
composition. Lawrence Erlbaum Associates.
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.
Bowles, M., & Gastañaga, K (2022). Heritage,
second and third language learner processing of written corrective
feedback: Evidence from
think-alouds. Studies in Second
Language Learning and
Teaching, 12(4), 677–698.
Breuer, E. O. (2019). Fluency
in L1 and FL writing: An analysis of planning, essay writing and
final
revision. In E. Lindgren & K. Sullivan (Eds.), Observing
writing. Insights from keystroke logging and
handwriting (pp. 190–211). Brill.
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.
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.
Chan, S. (2017). Using
keystroke logging to understand writers’ processes on a
reading-into-writing test. Language
Testing in Asia, 7.
Chenoweth, N. A., & Hayes, J. R. (2001). Fluency
in writing: Generating text in L1 and
L2. Written
Communication, 18(1), 80–98.
Chukharev-Hudilainen, E., Saricaouglu, A., Torrance, M., & Feng, H-H. (2019). Combined
deployable keystroke logging and eye tracking for investigating L2
writing fluency. Studies in Second
Language
Acquisition, 41, 583–604.
Cook, T. D., & Campbell, D. T. (1979). Quasi-experimentation:
Design & analysis issues for field
settings. Houghton Mifflin.
Coyle Y., & Roca de Larios, J. (2014). Exploring
the role played by error correction and models on children’s
reported noticing and output production in a L2 writing
task. Studies in Second Language
Acquisition, 36, 451–485.
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.
Coyle Y., & Roca de Larios, J. (2020). Exploring
young learners’ engagement with models as a written corrective
technique in EFL and CLIL
settings. System, 95, 102374.
Criado, R., Garcés, A., & Plonsky, L. (2022). Models
as written corrective feedback: Effects on young L2 learners’
fluency in digital writing from product and process
perspectives. Studies in Second
Language Learning &
Teaching, 12(4), 699–721. .
Cruz, B., Cerezo, L., & Nicolás-Conesa, F. (2022). A
classroom-based study on the effects of WCF on accuracy in
pen-and-paper versus computer-mediated collaborative
writing. Studies in Second Language
Learning &
Teaching, 12(4), 623–650.
De Silva, R., & Graham, S. (2015). The
effects of strategy instruction on writing strategy use for students
of different proficiency
levels. System, 53, 47–59.
Ferenz, O. (2005). First
and second language use during planning
processes. In T. Kostouli (Ed), Writing
in context(s): Textual practices and learning processes in
sociocultural
settings (pp. 185–205). Springer.
Flower, L., & Hayes, J. R. (1981). A
cognitive process theory of
writing. College Composition and
Communication, 32(4), 365–387.
Galbraith, D., & Vedder, I. (2019). Methodological
advances in investigating L2 writing processes. Challenges and
perspectives. Studies in Second
Language
Acquisition, 41, 633–645.
Gánem-Gutiérrez, G. A., & Gilmore, A. (2018). Tracking
the real-time evolution of a writing event: Second language writers
at different proficiency
levels. Language
Learning, 68(2), 469–506.
García Hernández, J., Roca de Larios, J., & Coyle, Y. (2017). Reformulation
as a problem-solving space for young EFL writers: A longitudinal
study of language learning
strategies. In M. P. García Mayo (Ed.) Learning
foreign languages in primary school. Research
insights (pp. 193–222). Multilingual Matters.
Green, S. (2013). Novice
ESL writers: A longitudinal case-study of the situated academic
writing processes of three undergraduates in a TESOL
context. Journal of English for
Academic
Purposes, 12(3), 180–191.
Hamel, M. -J., Séror, J., & Dion, C. (2015). Writers
in action: Modelling and scaffolding second-language learners’
writing process. Higher Education Quality Council of Ontario.
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.
Hanaoka, O. (2007). Output,
noticing, and learning: An investigation into the role of
spontaneous attention to form in a four-stage writing
task. Language Teaching
Research, 11, 459–479.
Hanaoka, O. & Izumi, S. (2012). Noticing
and uptake: Addressing pre-articulated covert problems in L2
writing. Journal of Second Language
Writing, 21, 332–347.
Hayes, J. R. (1996). A
new framework for understanding cognition and affect in
writing. In C. M. Levy & S. Ransdell (Eds.), The
science of
writing (pp. 1–27). Lawrence Erlbaum Associates.
(2012). Evidence
from language bursts, revision, and transcription for translation
and its relation to other writing
processes. In M. Fayol, D. Alamargot, & V. Berninger (Eds.), Translation
of thought to written text while
composing (pp. 15–25). Psychology Press.
Kellogg, R. (1996). A
model of working memory in
writing. In M. Levy & S. Ransdell (Eds.), The
science of writing: Theories, methods, individual differences, and
applications (pp. 57–72). Lawrence Erlbaum Associates.
(2001). Competition
for working memory among writing
processes. American Journal of
Psychology, 114, 175–191.
Kim, H. R., & Bowles, M. (2019). How
deeply do second language learners process written corrective
feedback? Insights gained from
think-alouds. TESOL
Quarterly, 4, 913–938.
Knospe, Y., Sullivan, K., Malmqvist, A., & Valfridsson, I. (2019). Observing
writing and website browsing: Swedish students write L3
German (pp. 258–254). In E. Lindgren & K. Sullivan (Eds.), Observing
writing. Insights from keystroke logging and
handwriting. Brill.
Lei, X. (2008). Exploring
a sociocultural approach to writing strategy research: Mediated
actions in writing
activities. Journal of Second
Language
Writing, 17(4), 217–236.
Leijten, M., Van Waes, L. Schover, K. & Hayes, J. R. (2014). Writing
in the workplace: Constructing documents using multiple digital
sources. Journal of writing
Research, 5(3), 285–337.
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, 555–582.
(2020). L2
writing-to-learn: Theory, research, and a curricular
approach. In R. M. Manchón (Ed.), Writing
and language learning. Advancing research
agendas. John Benjamins.
Leow, R., & Suh, B-R. (2021). Theoretical
perspectives on writing, written corrective feedback, and language
learning in individual writing
conditions. In R. M. Manchón & C. Polio (Eds.), Handbook
of SLA and
writing (pp. 9–21). Routledge.
Leow, R., & Manchón, R. M. (2021). Expanding
research agendas: Directions for future research agendas on writing,
WCF, language learning, and
ISLA. In R. M. Manchón & C. Polio (Eds.), Handbook
of SLA and
writing. Routledge.
Leow, R. P., Thinglum, A., & Leow, S. A. (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), 653–675.
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.
López-Serrano, S., Roca de Larios, J., & Manchón, R. M. (2020). Processing
output during L2 individual writing tasks: An exploration of depth
of processing and the effects of
proficiency. In R. M. Manchón (Ed.), Writing
and language learning. Advancing research
agendas (pp. 231–253). John Benjamins.
Manchón, R. M. (2018). Past
and future research agendas on writing strategies:
Conceptualizations, inquiry methods, and research
findings. Studies in Second Language
Learning and
Teaching, 8(2), 247–267.
(2020a). Writing
and language learning. Looking back and moving
forward. In R. M. Manchón (Ed.), Writing
and language learning. Advancing research
agendas (pp. 3–26). John Benjamins.
(2020b). The
language learning potential of L2 writing: Moving forward in theory
and
research. In R. M. Manchón (Ed.), Writing
and language learning. Advancing research
agendas (pp. 405–426). John Benjamins.
(2021). The
contribution of ethnographically-oriented approaches to the study of
writing
processes. In I. Guillén-Galve & A. Bocanegra-Valle (Eds.), Ethnographies
of academic writing research. Theory, methods, and
interpretation (pp. 83–103). John Benjamins.
(2023). The
psycholinguistics of second language
writing. In A. Godfroid & H. Hopp (Eds.), The
Routledge handbook of second language acquisition and
psycholinguistics (pp. 400–412). Routledge.
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.
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 W. Suzuki & N. Storch (Eds.), Languaging
in language learning and
teaching (pp. 241–265). John Benjamins.
Manchón, R. M., & Roca de Larios, J. (2007). On
the temporal nature of planning in L1 and L2
composing. Language
Learning, 57, 549–593.
Manchón, R. M., Roca de Larios, J., & Murphy, L. (2007). A
review of writing strategies: Focus on conceptualizations and impact
of the first
language. In A. Cohen & E. Macaro (Eds.), Language
learner strategies: Thirty years of research and
practice (pp. 229–250). Oxford University Press.
Manchón, R. M., Roca de Larios, J. & Murphy, L. (2009). The
temporal dimension and problem-solving nature of foreign language
composing processes. Implications for
theory. In R. M. Manchón (Ed.), Writing
in foreign language contexts: Learning, teaching and
research (pp. 102–124). Multilingual Matters.
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 University Press.
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.
Michel, M., Révész, A., Lu, X., Kourtali, N. E., Lee, M., & Borges, L. (2020). Investigating
L2 writing processes across independent and integrated tasks: A
mixed-methods study. Second Language
Research, 36(3), 277–304.
Michel, M., Stiefenhöfer, L., Verspoor, M., & Manchón, R. M. (2021). L2
Writing processes and language learning in individual and
collaborative
conditions. In R. M. Manchón & C. Polio (Eds.), Handbook
of SLA and
writing (pp. 67–80). Routledge.
Murphy, L., & Roca de Larios, J. (2010). Searching
for words: One strategic use of the mother tongue by advanced
Spanish EFL writers. Journal of
Second Language
Writing, 19(2), 61–8.
Park, E. S., & Kim, O. Y. (2019). Learners’
use of 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. 214–228). Routledge.
Park, K., & Kinginger, C. (2010). Writing/thinking
in real time: Digital video and corpus query
analysis. Language Learning and
Technology, 14(3), 31–50.
Plakans L. (2008). Comparing
composing in writing-only and reading-to-write test
tasks. Assessing
Writing, 13, 111–29.
Polio, C. (2012). The
relevance of second language acquisition theory to the written error
correction debate. Journal of Second
Language
Writing, 21, 375–389.
Prior, P. (2015). Writing,
literate activity, semiotic remediation. A sociocultural
approach. In G. Cislaru (Ed.), Writing(s)
at the crossroads. The process-product
interface (pp. 185–201). John Benjamins.
Révész A, Kourtali, N. E., & Mazgutova, D. (2016). Effects
of task complexity on L2 writing behaviors and linguistic
complexity. Language
Learning, 67, 208–41.
Révész A, Michel M, & Lee M. J. (2017). Investigating
IELTS Academic Writing Task 2: Relationships between cognitive
writing processes, text quality, and working
memory. IELTS Research
Report. The British Council.
Révész, A., Michel, M., & Lee, M. (2019). Exploring
second language writers’ pausing and revision behaviors: A
mixed-methods study. Studies in
Second Language
Acquisition, 41, 605–631.
(2023). An
exploration of the relationship of working memory to pausing and
revision behaviors at different stages of
writing. Studies in Second Language
Acquisition.
Roca de Larios, J., & Coyle, Y. (2021). Written
corrective processing in individual and collaborative writing
conditions. In R. M. Manchón & C. Polio (Eds.), Handbook
of SLA and
writing (pp. 81–93). Routledge.
Roca de Larios, J., García Hernández, J., & Coyle, Y. (2021). A
theoretically-grounded classification of EFL children’s formulation
strategies in collaborative
writing. Language Teaching for Young
Learners, 3(2), 330–336.
Roca de Larios, J., Marín, J., & Murphy, L. (2001). A
temporal analysis of formulation processes in L1 and L2
writing. Language
Learning, 51, 497–538.
Roca de Larios, J., Manchón, R., Murphy, L., & Marín, J. (2008). The
foreign language writer’s strategic behavior in the allocation of
time to writing processes. Journal of
Second Language
Writing, 17, 30–47.
Roca de Larios, J., Nicolás-Conesa, F., & Coyle, Y. (2016). Focus
on writers: Processes and
strategies. In R. M. Manchón & P. K. Matsuda (Eds.), Handbook
of second and foreign language
writing (pp. 267–286). De Gruyter Mouton.
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, 67–100.
Séror, J. (2013). Screen
capture technology: A digital window into students’ writing
processes. Canadian Journal of
Learning and
Technology, 39(3), 1–16.
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.
Stevenson, M., Schoonen, R., & de Glopper, K. (2006). Revising
in two languages: A multi-dimensional comparison of online writing
revisions in L1 and FL. Journal of
Second Language
Writing, 15, 201–233.
Stiefenhöfer, L., & Michel, M. (2020). Investigating
the relationship between peer interaction and writing processes in
computer-supported collaborative L2 writing: A mixed-methods
study. In R. M. Manchón (Ed.), Writing
and language learning. Advancing research
agendas (pp. 255–279). John Benjamins.
Suzuki, W. (2017). The
effect of quality of written languaging on second language
learning. Writing &
Pedagogy, 8(3), 461–482.
Tillema, M. (2012). Writing
in first and second language: Empirical studies on text quality and
writing processes (Doctoral
dissertation). Utrecht
University. Lot Publications.
Tiryakioglu, G., Peters, E., & Verschaffel, L. (2019). The
effect of L2 proficiency level on composing processes of EFL
learners: Data from keystroke Loggings, think alouds and
questionnaires. In E. Lindgren & K. Sullivan (Eds.), Observing
writing. Insights from keystroke logging and
handwriting (pp. 212–235). Brill.
Torres, J. (2023). Exploring
working memory and language dominance in heritage bilinguals’
writing behaviors. Studies in Second
Language Acquisition.
Uscinski, I. (2017). L2
learners’ engagement with direct written corrective feedback in
first year composition
courses. Journal of Response to
Writing, 3(2), 36–62. [URL]
Van Weijen, D., van den Bergh, H., Rijlaarsdam, G., & Sanders, T. (2009). L1
use during L2 writing: An empirical study of a complex
phenomenon. Journal of Second
Language
Writing, 18, 235–250.
Wang, W., & Wen, Q. (2002). L1
use in the L2 composing process: An exploratory study of 16 Chinese
EFL writers. Journal of Second
Language
Writing, 11, 225–246.
Williams, J. (2012). The
potential role(s) of writing in second language
development. Journal of Second
Language
Writing, 21, 321–331.
Xu, C., & Qi, Y. (2017). Analyzing
pauses in computer-assisted EFL writing – A computer keystroke-Log
perspective. Educational Technology
&
Society, 20(4), 24–34.
Yasuda, S. (2005). Different
activities in the same task: An Activity Theory approach to ESL
students’ writing process. JALT
Journal, 27(2), 139–168.
Zalbidea, J. (2020). 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.
Cited by (2)
Cited by two other publications
Martín, Ricardo Muñoz, Sanjun Sun, Zhiqiang Du & Sara Puerini
2025. Keylogging. In Research Methods in Cognitive Translation and Interpreting Studies [Research Methods in Applied Linguistics, 10], ► pp. 157 ff.
This list is based on CrossRef data as of 30 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.
