A Critical Examination of L2 Writing Process Research

Larios, Julio Roca de; Murphy, Liz; Marín, Javier

doi:10.1007/978-94-010-0363-6_2

Cited by 69 publications

(54 citation statements)

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“…Specifically, three features-writing time, length, and fluency-of the first four compositions were considered. Given the Daniel G. Tight DOI:http://dx.doi.org/10.12795/elia.2017.i17.07 unique nature of think-aloud tasks (Roca de Larios et al, 2002), the fifth composition was limited to more qualitative analysis. Writing time was operationalized, similar to Chenoweth and Hayes (2001), as the duration between the first composition-related action (e.g., typing, launching a web browser to look up a word) and the last.…”

Section: Discussionmentioning

confidence: 99%

Tool usage and effectiveness among L2 Spanish computer writers

Tight

2017

Elia

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Section: Discussionmentioning

confidence: 99%

Tool usage and effectiveness among L2 Spanish computer writers

Tight

2017

Elia

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“…As for learner-related variables, plenty of scholarly attention has been paid to L2 proficiency (e.g., Cumming 1989; Manchón et al, 2009;Sasaki, 2000Sasaki, , 2004, and degree of writing competence or expertise, with important differences reported between skilled and unskilled writers (e.g., Chien, 2012;Cumming, 1989;Raoofi, Binandeh, & Rahmani, 2017). These two factors have been found to influence the quantitative and qualitative use of strategies, as well as the effect that a given strategy may have (see Roca de Larios et al, 2002, for a thorough review). Additional writer-related variables investigated include gender (McMullen, 2009), motivation, (e.g., Csizér & Tankó, 2015), or the writer's mental model of writing, that is, the set of conceptions and beliefs that guide writing performance (e.g., Cumming, 1989;Devine, Raley, & Boshoff, 1993;Manchón et al, 2009;Nicolás-Conesa et al, 2014).…”

Section: Strand 1: Strategy Use -Mediating Factors and Effectsmentioning

confidence: 99%

“…To start with, most of the available empirical work on writing strategies has explicitly or implicitly looked into strategies from the perspective of the mechanisms used when approaching the writing of texts, therefore being closely linked to the learning-towrite dimension of L2 writing (this is evident in the preceding analysis as well as in previous reviews of writing strategies in Manchón, 2013;Manchón et al, 2007;Roca de Larios et al, 2002. Therefore, new avenues for future research agendas ought to be concerned with the manner in which strategic behavior during writing and during WCF processing can be conducive to language learning.…”

Section: Dimensions Of L2 Writing: Learning To Write and Writing To Lmentioning

confidence: 99%

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Past and future research agendas on writing strategies: Conceptualizations, inquiry methods, and research findings

Manchón

2018

SSLLT

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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 as central directions followed in empirical research in the domain. The prospective discussion tries to advance research agendas on the basis of several observations about L2 writing that are presented as key points to be considered when analyzing existing or thinking about future research in the domain. Special mention will be made of future research avenues centrally concerned with theoretical and empirical questions on the manner in which strategic behavior during writing and during written corrective feedback processing may foster language learning. It will be suggested that following this route can result in interesting and profitable synergies between research on language learning strategies and recent SLA-oriented L2 writing research initiatives on the language learning potential associated with L2 writing.

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“…Prior research has also indicated L2 proficiency as an important factor in the quality of writing and problem-solving behavior (Plakans, 2008;Roca de Larios, Manchon, Murphy, & Marin, 2008;Roca de Larios, Murphy, & Marin, 2002;Zamel, 1983). Particularly, reading ability has been found to be a key factor that affects reading-to-write performance.…”

Section: Introductionmentioning

confidence: 99%

Peer Review Comments Provided by High- and Low-Proficiency L2 Learners: A Comparative Study

Liao¹,

Lo²

2012

IJEL

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This study explored the variations in peer review comments provided by L2 writers of high and low proficiencies. Two sampling procedures were used. First, convenience sampling was used to locate a college essay composition course as the setting of the study. Second, purposeful sampling was used to identify high-and low-performing writers as the subjects, from whom the peer review comments were collected and analyzed. An instruction-learning cycle on argumentative essay writing was conducted for 4 weeks. Each student was subsequently provided with the same sample argumentative essay and a peer review form to conduct the review. The rubrics on the review form included introduction, support for position, sequence, refutation, conclusion, voice, and grammar and spelling. Content analysis was conducted to compare the manner in which the comments varied among students of different writing proficiency levels. The results indicate that, although identifying problems was the dominant comment type of both high-and low-performing writers, high-performing writers tended to provide more details when explaining the identified problems and offering suggestions for revisions. The findings are discussed regarding the implications to peer review training.

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A Critical Examination of L2 Writing Process Research

Cited by 69 publications

References 0 publications

Tool usage and effectiveness among L2 Spanish computer writers

Tool usage and effectiveness among L2 Spanish computer writers

Past and future research agendas on writing strategies: Conceptualizations, inquiry methods, and research findings

Peer Review Comments Provided by High- and Low-Proficiency L2 Learners: A Comparative Study

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