Task-based language teaching (TBLT) has occupied an important place in the field of language education; however, some of TBLT dimensions that pertain to the interaction between task design features, written corrective feedback (WCF), and learners' performance have not received adequate attention in past studies. To fill this gap, the current study…

In the past two decades, the growing rage of computer mediated environments (CMC) affords new literacies and new opportunities for language learners to experience, construct, communicate, and access knowledge (Ware, Kern & Warschauer, 2016). Also, it suggests that writing in multimodal in the digital ear contributes to its production and…

The present study examined students' attention to linguistic forms during writing tasks and compared individual and collaborative writing conditions. Furthermore, the ways students in both conditions process indirect synchronous written corrective feedback (SWCF) and the ways they respond to it (i.e., uptake) were investigated. The target…

Theoretically grounded in Vygotsky's sociocultural theory of mind, Dynamic Assessment (DA) provides researchers with the opportunity to investigate different aspects of learners' developmental trajectory, including the ways they overcome their errors. As a qualitative inquiry into the nature of errors reflecting learners' development in academic…

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…