This study aims to understand how bilingual college students constructed literacy spaces across their lives rather than an in-school/out-of-school dichotomy. Drawing on Lefebvre's (1991) spatial triad as a lens to examine the participants' spatial literacy practices, the findings show that some participants repurposed planned spaces into literacy…

While there is no lack of studies on the major approaches to L2 writing instruction (i.e., the product-, process-, and genre-oriented approaches), it remains unclear whether and how these theory-based approaches have been translated into students' experiences of L2 writing pedagogy. This study examined students' experiences of L2 writing…

With the increasing focus on the emotional nature of L2 writing instruction, chances have increased for L2 writing teachers to perform exquisite emotional labour in teaching writing knowledge and skills in the classroom, but our knowledge regarding the emotional labour strategies used by L2 writing teachers and their potential influence on their…

The genre-based approach (GBA) to teaching second language (L2) writing follows the stages of establishing context, modelling, analysis, joint construction, and independent construction. The passage from joint construction to independent construction in the GBA requires scaffolding. Thus, studies on GBA suggest teacher support in independent…

Writing anxiety has been identified as a significant obstacle for English as a Foreign Language (EFL) learners in China, with previous studies indicating that it can negatively affect writing performance. Despite this, most research on writing anxiety in the Chinese EFL context has focused on the relationship between writing anxiety and writing…

The use of artificial intelligence in foreign language teaching, and particularly in teaching writing, is still under investigation for its potential positive impact and potential benefits. So far, the focus was on controversial uses, due to the challenges for the teachers. However, when used just for learning purposes, it can be a facilitating…

In the contemporary information-rich academic environments, the superabundance of information sources requires that readers compose balanced referential representations of topics presented in sets of sources that provide divergent standpoints on them. Prior beliefs have been reported to skew the representations that readers build based on such…

The literature has revealed the impact of personal factors on feedback-seeking behavior (FSB) in second language (L2) writing. However, little is known about how teacher academic support influences FSB in L2 writing and whether this relationship is mediated by L2 writing self (ideal and ought-to L2 writing selves). To address the lacunae, this…

Earlier research has shown that translation holds the potential to combine close reading and critical authorship practices. But despite that, translation has occupied a marginal position as a creative writing practice in classrooms. Through practice-based research involving the students, the translators and the authors of the translated poems, the…

A large body of literature on writing center pedagogy suggests that serving multilingual student writers requires approaches different from those developed for native English-speaking students, a difference that may pose unique challenges to tutors. To identify and address these challenges, we elicited tutors' perspectives on their work with…

Language learning has increasingly benefited from Computer-Assisted Language Learning (CALL) technologies, especially with Artificial Intelligence involved in recent years. CALL in writing learning acknowledged as the core of language learning is being realized by technologies like Automated Writing Evaluation (AWE), and Automated Essay Scoring…

Integrated writing tasks, which require students to incorporate information from multiple sources into their writing, are gaining attention in language assessment and writing instruction due to their alignment with the expectations of academic and professional writing. Understanding what aspects of integrated tasks are perceived as challenging by…

Despite growing interest in L2 writing teachers, there is a dearth of published works that specifically delve into the nuances of the development of L2 writing teacher expertise. Informed by relevant foundational theory and empirical research, this book addresses this crucial gap in the understanding of expertise in L2 writing instruction. This…

This case study focuses on how two learners position themselves as partners in a collaborative writing activity in a Spanish Writing course. I utilize a micro-discourse analytic approach (Eskildsen & Markee, 2018; van Compernolle, 2015, 2018) to highlight the situated nature of collaboration and the dynamicity of the collaborative writing…

Research into second language acquisition (SLA) has shown that individual difference (ID) variables can be strong predictors of language achievement (e.g., Dornyei, 2003; Skehan, 2003). Traditionally, this research conceptualized ID variables as static and monolithic variables (e.g., Dornyei, 2010). More recently scholars have questioned this…