This article reviews 32 studies regarding writing in a foreign language (not English) in the United States. It focuses on research that investigates relationships between various pedagogical practices (e.g., explicit grammar instruction) or task types assigned (e.g., descriptive vs. narrative writing) and the texts produced by foreign language (FL) writers. Topics addressed include explicit grammar instruction, computer use, task type, strategy training, process instruction, and feedback. This article points to the lack of a unified sense of the purpose of FL writing within the field of FL and also points to design flaws in much of the existing research. Implications for pedagogy and research are discussed.

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In this article, four second language writing specialists address the following significant questions related to foreign language (FL) writing instruction: (1) How is FL writing different from English as a second language writing? (2) How does the sociolin‐guistic role of a given FL influence how writing is employed in the overall curriculum for that FL? (3) What role should writing play in the FL classroom? (4) What are possible purposes for students writing in FLs, especially in contexts where students’ real‐life needs for FL writing are not immediately obvious? Drawing on their varying backgrounds, the authors provide insights into these issues and pose directions for future research.

This paper first overviews the history and sociolinguistic context of English in Poland, as well as current attitudes toward English in Poland. It describes an increased demand for English brought about by political and economic changes.

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