Group creative writing activities encourage foreign language students to participate on various levels as thinkers, writers, readers, and critics. Students stimulate, correct, and give feedback to each other about writing skills. (CB)

Argues that three familiar areas of inquiry in future second language (L2) writing research need to be investigated in more sociopolitically-oriented ways: written products, writing processes, and writer identity, and that qualitative case studies are well suited to explore the extraordinary diversity of L2 writers and writing contexts from an…

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…

Contrasted texts and behaviors of six English-as-a-Second-Language writers, as they wrote a practice essay test, with their texts and behaviors in an actual English composition proficiency exam. The process-tracing techniques employed in this study enabled observation of composing behaviors with the focus on what the writers did in the two…

Explored how one skilled Spanish-as-a-foreign-language student in a third-year level class performed reading-to-write tasks. Case Study research methodology was used to investigate the process of reading-to-write within an academic language setting. Data were collected using stimulated-recall interviews. (Author/VWL)

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;…

Adapting the use of writing stations to the Latin classroom makes the process of reading and editing an integral part of the process of language instruction and learning. Suggests that whether used in the foreign language classroom or the English classroom, the use of writing stations makes the processes of editing and rewriting less tedious and…

Examined the learning strategies used by 43 American learners of Arabic as a foreign language in their writing tasks. Learning strategies were assessed through a process of introspection. When composing, students wrote down all techniques and procedures used to perform the writing task. Results show both proficient and less proficient learners…

The potential of online language learning has received much attention recently. This paper reports the design of an online writing system featuring learning support for non-native students during their writing process. The central premise is that in the online writing situation, students are in great need of writing aids. The proposed system…

Investigated whether content knowledge from reading would affect the processes and the products of adult English-as-a-Second-Language (ESL) students' writing and reading performance on a simulated English language test that made use of reading and writing modules. Revealed that the thematic connection between reading and writing enhanced both the…

To illustrate ways that students might generate ideas for writing, this article presents a list of 20 suggestions for using prewriting to explore fiction, along with 8 guidelines for teachers to use in responding to students' writing. (43 references) (LB)

Presents a critical reassessment of research on composing strategies from the perspective of the different conceptualizations that have guided empirical research in the area. Shows that while the insights gained allow the drawing of inferences for theory building, the field lacks a well-specified theoretical framework in which strategies are…

Investigated the revision process of a reluctant English-as-a-Second-Language student writer. Focused on revisions made at the in-process stage and the between-draft stage of the writing process in which the student revised in response to written feedback. (Author/VWL)

Describes theoretical concerns about providing written teacher feedback on mid-drafts of compositions in English-as-Foreign-Language process writing. (Author/VWL)

This study examined how writing (copying) target words and word fragments affects intentional second language (L2) vocabulary learning. English-speaking first-semester learners of Spanish attempted to learn 24 Spanish nouns via word-picture repetition in three conditions: (1) word writing, (2) fragment writing, and (3) no writing. After the…