In recognizing that writing is a social act, collaborative writing has received increased attention in second language (L2) classrooms. A large body of research literature explores the varied ways of L2 collaborative writing development in tertiary education settings, but relatively little is known about the implementation of collaborative writing…

Over the past 40 years, second language educators and assessors have come to the realization that investigating the process of writing can shed light on language teaching, learning and assessment practices (Odendahl & Deane, 2018). What L2 writers do and think while writing can provide links between the task, the related construct and the…

With increasing cultural and linguistic diversity in today's classrooms, a growing body of research continues to explore the varied ways in which digital tools and multiple modalities can tap into emergent bilingual students' academic and linguistic strengths. To understand the empirical landscape of this growing research, the authors…

While a wealth of research shows the social and academic benefits of bilingualism and multilingualism, the education of bi/multilingual learners often focuses on transitioning students to English. Based on this fact, the first aim of this article is to highlight translanguaging as a model that challenges monoglossic language ideologies. The second…

This paper offers a retrospective narrative review of research on L2 writing strategies and a prospective discussion of potential theoretical and pedagogical relevant lines of inquiry to be explored in future research agendas. The retrospective analysis will synthesize the main trends observed in the conceptualization of writing strategies as well…

Writing research articles is an important and demanding task for members of academia, and the introduction is generally considered the most difficult portion to write (Swales, 1990). Move analysis has proven useful in studying the communicative functions of introductions and other sections of research articles, and is thus beneficial in training…

The increasingly widespread use of social software (e.g., Wikis, Google Docs) in second language (L2) settings has brought a renewed attention to collaborative writing. Although the current methodological approaches to examining collaborative writing are valuable to understand L2 students' interactional patterns or perceived experiences, they can…

This article is a synthesis of the scholarly literature on the post-process approach to teaching second language (L2) writing, particularly college and university composition in English as an additional language. This synthesis aims to offer a definition of post-process L2 writing that can readily lend itself to practice and be more accessible to…

Over the last 2 decades, the nations that once comprised the Soviet Union have begun to play an increasingly important role in the global economy. As a result, today's technical and professional communicators could find themselves interacting with co-workers, colleagues, and clients in these nations. Being successful in such contexts, however,…

Presents an overview of some important issues of the last few years in second-language (L2) writing, including the processes of writing, the views of teachers of second-language writing, the role of the classroom, and the special demands placed on (L2) writers. (61 references) (GLR)

Lexical access and retrieval are essential processes in fluent and efficient second language (L2) oral and written productive uses of language. In the case of L2 writing, attention to vocabulary is of paramount importance, although the retrieval of relevant lexis while composing in an L2 frequently entails different degrees of problem-solving…

Describes recent advances in writing analysis and their implications for English as a second language writing instruction. The principal theme emphasized is that text analysis of written products, which complements process-centered research, is needed for an integrated theory of writing. (Author/CB)

Process approaches are defined and their roles in English-as-a-Second-Language (ESL) and English-as-a-Foreign-Language (EFL) writing instruction are discussed. Three different meanings of process are reviewed, the ESL/EFL writing literature is analyzed, and some problems in implementing process writing pedagogy are identified. (Contains 135…

A review of research on second-language writing looks at literature in four areas: research attempting to understand the norms and demands of writing; studies focusing on understanding students, their composing, and their texts; research on the functions of second-language writing instruction and classroom interaction between teacher and learner;…

The questions of if and how writing in a second language is the same as writing in the first were investigated in a review of the literature. After a review of research in first language (L1) composing since Emig's 1971 "composing aloud" study, research in second language (L2) composing is also examined. Studies on the relationship between L1 and…