Cover not available

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. 364381

References (28)
References
Aljaafreh, A., & Lantolf, J. P. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal, 78(4), 465–483. Google Scholar logo with link to Google Scholar
Andringa, S., & Godfroid, A. (2020). Sampling bias and the problem of generalizability in applied linguistics. Annual Review of Applied Linguistics, 40, 134–142. Google Scholar logo with link to Google Scholar
Bachman, L. F. (1991). What does language testing have to offer? TESOL Quarterly, 25(4), 671–704. Google Scholar logo with link to Google Scholar
Brooks, L., & Swain, M. (2009). Languaging in a collaborative setting. In A. Mackey & C. Polio (Eds.), Multiple perspectives on interaction: Second language research in honor of Susan M. Gass. (pp. 58–89). Routledge.Google Scholar logo with link to Google Scholar
Chan, C. S. (2019). Long-term workplace communication needs of business professionals: Stories from Hong Kong senior executives and their implications for ESP and higher education. English for Specific Purposes, 56, 68–83. Google Scholar logo with link to Google Scholar
Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365–387. Google Scholar logo with link to Google Scholar
Gonzalves, L. (2021). Development of copying skills in L2 adult English learners with emergent print literacy. Journal of Second Language Writing, 51. Google Scholar logo with link to Google 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. Google Scholar logo with link to Google Scholar
Hasrol, S. B., Zakaria, A., & Aryadoust, V. (2022). A systematic review of authenticity in second language assessment. Research Methods in Applied Linguistics, 1(3). 1000023. Google Scholar logo with link to Google Scholar
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: Theories, methods, individual differences, and applications (pp. 1–27). Lawrence Erlbaum Associates.Google Scholar logo with link to Google Scholar
Hort, S. (2017). Exploring the use of mobile technologies and process logs in writing research. International Journal of Qualitative Methods, 16(1). Google Scholar logo with link to Google Scholar
Kessler, M. (2021). The longitudinal development of second language writers’ metacognitive genre awareness. Journal of Second Language Writing, 53. Google Scholar logo with link to Google Scholar
Larsen-Freeman, D., & Cameron, L. (2008). Research methodology on language development from a complex systems perspective. The Modern Language Journal, 92(2), 200–213. Google Scholar logo with link to Google Scholar
Leijten, M., Van Waes, L., Schriver, K., & Hayes, J. R. (2014). Writing in the workplace: Constructing documents using multiple digital sources. Journal of Writing Research, 5(3), 285–337. Google Scholar logo with link to Google Scholar
Lillis, T., & Curry, M. J. (2010). Academic writing in a global context: The politics and practices of publishing in English. Routledge.Google Scholar logo with link to Google Scholar
Lim, J., Tigchelaar, M., & Polio, C. (2022). Understanding text-based studies of linguistic development through goals for academic writing. Language Awareness, 31(1), 117–136. Google Scholar logo with link to Google Scholar
López-Serrano, S., de Larios, J. R., & 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. Google Scholar logo with link to Google Scholar
Manchón, R. M. (2021). The contribution of ethnographically-oriented approaches to the study of L2 writing and text production processes. In I. Guillén-Galve & A. Bocanegra-Valle (Eds.), Ethnographies of academic writing research: Theory, methods, and interpretation (pp. 83–104). John Benjamins. Google Scholar logo with link to Google Scholar
Pettitt, N., Gonzalves, L., Tarone, E., & Wall, T. (2021). Adult L2 writers with emergent literacy: Writing development and pedagogical considerations. Journal of Second Language Writing, 51. Google Scholar logo with link to Google Scholar
Polio, C. (2012). The relevance of second language acquisition theory to the written error correction debate. Journal of Second Language Writing, 21(4), 375–389. Google Scholar logo with link to Google Scholar
Polio, C., & Friedman, D. A. (2017). Understanding, evaluating, and conducting second language writing research. Routledge.Google Scholar logo with link to Google Scholar
Polio, C. & Kessler, M. (2019). Teaching L2 writing: Connecting SLA theory, research, and pedagogy. In N. Polat, T. Gregersen, & P. MacIntyre (Eds.), Driven pedagogy: Implications of L2 theory and research for the teaching of language skills (pp. 76–96). Routledge. Google Scholar logo with link to Google Scholar
Susser, B. (1994). Process approaches in ESL/EFL writing instruction. Journal of Second Language Writing, 3(1), 31–47. Google Scholar logo with link to Google Scholar
Swain, M. (2006a). Verbal protocols: What does it mean for research to use speaking as a data collection tool? In M. Chaloub-Deville, M. Chapelle, & P. Duff (Eds.), Inference and generalizability in applied linguistics: Multiple research perspectives (pp. 97–113). John Benjamins. Google Scholar logo with link to Google Scholar
(2006b). Languaging, agency, and collaboration in advanced second language proficiency. In H. Byrnes (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 95–108). Continuum.Google Scholar logo with link to Google Scholar
Tan, X. (2023). Stories behind the scenes: L2 students’ cognitive processes of multimodal composing and traditional writing. Journal of Second Language Writing, 59. Google Scholar logo with link to Google Scholar
Tardy, C.M., Sommer-Farias, B., & Gevers, J. (2020). Teaching and researching genre knowledge: Toward an enhanced theoretical framework, Written Communication, 37(3), 287–321. Google Scholar logo with link to Google Scholar
Wegener, D., & Blankenship, K. (2007). Ecological validity. In R. F. Baumeister & K. D. Vohs (Eds.), Encyclopedia of social psychology (Vol. 1, pp. 275–276). Sage.Google Scholar logo with link to Google Scholar
Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue