"The current volume aspires to add to previous research on the connection between writing and language learning from a dual perspective: It seeks to reflect current progress in the domain as well as to foster future developments in theory and research. The theoretical postulations contained in Part I identify and expand in novel ways the diverse lenses through which the varied, multi-faceted dimensions of the connection between writing and language learning can be explored. The methodological reflections put forward in Part III signal to theoretically-grounded and pedagogically-relevant paths along which future empirical work can grow. The empirical studies reported in Part II illuminate the myriad of individual, educational, and task-related variables that (may) mediate short-term and long-term language learning outcomes. These studies examine diverse forms of writing, performed in varied environments (including pen-and-paper and digital writing), conditions (writing individually and/or collaboratively), and instructional settings (academic settings - including secondary school and college level institutions - as well as out-of-school contexts)"--.

• Writing and Language Learning
• Editorial page
• Title page
• Copyright page
• Table of contents
• Introduction
• Chapter 1. Writing and language learning: Looking back and moving forward
  • Looking back: A synthetic review of key developments in theory and research on writing and language learning
    • Cumming’s pioneering work: A writing perspective
    • Linda Harklau’s contribution: An instructed SLA perspective
    • Manchón and Roca de Larios’s contribution: A problem-solving, L2-writing, SLA perspective
    • Subsequent collective initiatives to drive theory and research forward
    • Empirical developments on writing as language learning: A synthetic overview
  • Moving forward in research agendas on writing and language learning: The present book
    • Theory
    • Empirical developments
    • Future avenues
  • Closing commentary
  • References
• Part I. Advances in theoretical perspectives
• Chapter 2. L2 writing and L2 learning: Transfer, self-regulation, and identities
  • Transfer of knowledge and skills
  • L2 learning while composing
  • Identities in discourse communities
  • Ten claims and relevant theories of learning
  • Behaviorist theories of learning
  • Cognitive theories of learning
  • Sociocultural theories of learning
  • Complexity theories of learning
  • Summary thoughts
  • References
• Chapter 3. A dual-process model of L1 writing processes: Implications for L2 writing research agendas on processing and language development
  • Writing as problem solving
  • Dual process model of writing in L1
    • The knowledge-transforming process
    • The knowledge-constituting process
    • The two processes in combination
  • Evidence for the dual process model
    • Keystroke studies of text production
    • Drafting strategies
  • Implications for L2 writing research and language development
  • Conclusion
  • References
• Chapter 4. Toward an agenda for researching L2 writing and language learning: The educational context of development
  • Introduction
  • Theorizing writing as textual meaning-making
    • Linking processing and meaning-oriented approaches to compositional writing
    • In search of the uniqueness of writing as embodied thinking with language: Emig and Vygotsky
    • Toward a textual meaning-oriented inquiry for L2 composing
    • Toward researching the L2 writer as textual meaning-maker
  • Foregrounding the pivotal role of the educational context
    • Exploring educational dimensions of writing development
  • Affirming the long-term nature of developing written literacy
  • Privileging an extended curricular framework for researching the writing-language learning interface
  • Concluding reflections
  • References
• Chapter 5. L2 writing-to-learn: Theory, research, and a curricular approach
  • Introduction
  • Writing in the L2 curriculum
  • Theoretical underpinnings for WCF
    • Schmidt’s Noticing Hypothesis
    • Swain’s Output Hypothesis
    • Skill Acquisition Theory
    • The model of the L2 learning process in ISLA
  • Empirical studies
    • Direct and indirect feedback
    • Unfocused and focused feedback
  • A curricular approach and future directions
  • Conclusion
  • References
• Part II. Advances in empirical research
• Chapter 6. The effects of task repetition across modalities and proficiency levels
  • Introduction
    • Task repetition and language learning: Rationale
    • Empirical research on task repetition in speaking and writing
    • The role of proficiency
  • The present study: Research questions
  • Method
    • Participants
    • Tasks and procedures
    • Data analyses procedures
    • Data analysis procedures
  • Results
    • Complexity
    • Modality-related effects
    • Accuracy
    • Fluency
  • Discussion
  • Conclusions
  • Acknowledgements
  • References
  • Appendix
• 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
  • Introduction
    • Task repetition, language learning, and language learning through writing
    • Methodological considerations
  • The present study: Research questions
  • Method
    • Participants and context
    • Data collection procedures
    • Data analysis
  • Results
  • Discussion
    • Effects on performance across tasks and time
    • Nature of the intervention: The appropriation of WCF and its mediation in TR effects
  • Conclusion
  • Acknowledgements
  • Funding
  • References
• Chapter 8. Task modality, communicative adequacy and CAF measures: The moderating role of task complexity
  • Introduction
  • Task complexity and task modality in SLA research
  • CAF and communicative adequacy
  • The present study: Research questions
  • Method
    • Participants
    • The experimental task
    • Data collection procedures
    • Data analysis procedures
    • CAF measures
    • Communicative adequacy raters and scale
    • Statistical analyses
  • Results
  • Discussion
    • Similarities and differences across modalities
    • Implications of the findings for the connection between L2 writing and L2 learning
  • Conclusion
  • Acknowledgements
  • References
  • Appendix
• Chapter 9. A mixed-methods approach to exploring the L2 learning potential of writing versus speaking
  • Introduction
    • Task modality and L2 learning potential
    • Prior empirical research on task modality and SLA
    • Indicators of L2 learning potential: Noticing, incorporation, and task perception
  • The study
    • Research question
  • Method
    • Participants
    • Target structure
    • Procedure
    • Materials
    • Coding and scoring
    • Analyses
  • Results
    • Stimulated recall protocols: Noticing
    • Focused task: Form incorporation
    • Post-task questionnaire: Perceptions of task demands
  • Discussion
  • Conclusions and limitations
  • References
• Chapter 10. Processing output during individual L2 writing tasks: An exploration of depth of processing and the effects of proficiency
  • Introduction
  • Theoretical and empirical background
    • Writing as a site for language learning: The relevance of studying individual writing
    • Writing and language learning opportunities in individual writing conditions: The empirical evidence
    • The role of L2 proficiency in linguistic processing
    • L2 proficiency and depth of processing
    • L2 proficiency and learners’ strategic orientation of problem-solving behaviour
  • The present study
    • Research questions
  • Method
    • Participants
    • Task and data collection procedures
    • Data coding and analysis procedures
  • Results
    • Research question 1
    • Research question 2
  • Discussion
  • Conclusions, limitations and future directions
  • Acknowledgements
  • Funding
  • References
• Chapter 11. Investigating the relationship between peer interaction and writing processes in computer-supported collaborative L2 writing: A mixed-methods study
  • Introduction
  • Collaborative writing in an L2 in a digital age
    • The language learning potential of collaborative writing
    • Patterns of interaction in collaborative writing
    • L2 writing in CSCW
    • Eye-tracking methodology when studying collaborative writing: Insights and challenges
  • The present study
    • Research question
  • Method
    • Research context and participants
    • Task
    • Data collection tools and procedure
    • Data coding and analysis: Equality and mutuality
    • Text generation and editing of (peer) text
    • Chat interactions
    • Visual attention as measured by Eye Gazes
    • Contributing and editing during text generation
    • Contributing to and language functions within text chat conversations
    • Eye-gaze data
  • Data triangulation and discussion
    • Classification of interaction patterns based on data triangulation – The value of self-reports (Pair 1 – dominant/passive)
    • Classification of a highly dynamic process of interaction during CSCW – The value of eye-gaze information (Pair 2 – alternating between collaboration and cooperation)
    • Affordances and limitations of communication during CSCW (Pair 3 – dominant/passive)
    • Computer-supported collaborative writing as observational learning tool (Pair 4 – expert/novice)
  • Conclusion
  • References
• Chapter 12. The meaning-making potential of collaborative L2 writing at tertiary level
  • Introduction
  • Theoretical framework
    • Cognitive perspective
    • Sociocultural perspective
    • Functional perspective
  • The present study
    • Aims and research questions
  • Method
    • Research site
    • Research approach
    • Participants
    • Instruments
    • Audio recordings
    • Surveys
    • Expository essays
  • Data analysis procedures
    • Discourse analysis of dyadic interaction
    • Language-related episodes
    • Non-linguistic episodes
    • Survey analysis
    • Corpus analysis of expository essays
  • Results and discussion
    • Collaborative L2 writing and meaning negotiations
    • Meaning negotiations
    • Content negotiations
    • Students’ perceptions of collaborative L2 writing
    • Quantitative survey results
    • Qualitative survey results
    • Collaborative L2 writing and syntactic complexity development
  • Conclusion and implications
  • References
  • Appendix A. Essay topics and writing prompts
  • Appendix B. Main survey (items 30–50)
  • Appendix C. Retrospective survey
• 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
  • Introduction
  • Writing in CLIL classes and academic language development
  • The role of grammatical metaphor (GM) in meaning-making in history writing
    • The development of grammatical metaphor
  • The study
    • Research questions
  • Method
    • Context, participants, and data collection procedures
    • Data analysis procedures
  • Results
  • Discussion: Expanding meaning-making resources through writing on history
  • Conclusions and pedagogical implications for writing in CLIL classes
  • Acknowledgements
  • Funding
  • References
• Part III. Advances in future research agendas
• Chapter 14. An ISLA perspective on L2 learning through writing: Implications for future research agendas
  • Introduction
  • The connection between L2 writing and language learning: An ISLA perspective
    • ISLA and language learning through writing
    • Implications for future research on L2 writing as a site for L2 learning
  • Past research on writing processes and its connection with learning through writing
    • Future research directions
  • Conclusions
  • References
• Chapter 15. Can writing facilitate the development of a richer vocabulary?: Advancing research agendas
  • Introduction
  • Challenge one: Vocabulary size
  • Challenge 2: Word knowledge
  • Challenge 3: Lexical fluency
  • Interim summary
  • Operationalising vocabulary in writing research
  • Interim summary
  • Writing instruction
  • A future research agenda
    • Input
    • Attention
    • Practice
  • Conclusion
  • References
• Chapter 16. Can writing facilitate the development of grammatical competence?: Advancing research agendas
  • Introduction
  • Why writing should facilitate grammatical development
  • Related areas of research
    • How writers focus on grammar
    • Written grammatical development during instruction
    • The effect of task differences
    • Interventions
    • Differences in spoken and written learner language
    • Transfer across modalities
  • Research agendas and research tasks
    • How do writers focus on grammar as they write in less-controlled writing tasks?
    • How can or cannot writing instruction be linked to grammatical development?
    • Can writing tasks be manipulated to promote grammatical development?
    • Other than feedback, what kinds of interventions promote grammatical development?
    • Does written grammatical development precede oral grammatical development?
    • Can writing activities promote oral grammatical competence?
  • Conclusion
  • References
• Coda
• Chapter 17. The language learning potential of L2 writing: Moving forward in theory and research
  • 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
• Index