Language Learning Through Writing: Theoretical Perspectives and Empirical Evidence

Manchón, Rosa M.; Vasylets, Olena

doi:10.1017/9781108333603.015

Cited by 27 publications

(11 citation statements)

References 64 publications

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“…As a result of this increasing scholarly interest in L2 writing, studies exploring both theoretical and empirical perspectives began to generate growing interest in the recent SLA studies as well as Instructed Second Language Acquisition scientific literature (see Bitchener & Storch, 2016;Manchón & Vasylets, 2019). In this regard, Manchón (2011) established a dual distinction in the study of writing: (a) the learning-to-write dimension, and (b) the writing-to-learn dimension.…”

Section: Writing As An Additional Language: Writing-to-learnmentioning

confidence: 99%

“…As regards (b), that is, the writing-to-learn dimension, it involves exploring and understanding how the act of writing and of providing feedback may contribute to creating the adequate environment for language learning. Manchón & Vasylets (2019) indicate that there are three characteristics that make writing as an ideal site for language learning: (i) the availability of time while writing, and subsequently, while processing feedback; (ii) the permanence of writing, and (iii) the force triggered by the problem-solving nature of writing and the depth of processing while processing feedback (Leow, 2020).…”

Section: Writing As An Additional Language: Writing-to-learnmentioning

confidence: 99%

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affordances of rubrics in L2 writing in Higher Education

Garcés-Manzanera

2022

revHUMAN

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The use of diverse techniques for the evaluation of writing tasks in English as a Foreign Language (EFL) has made its way into the EFL classroom in order to facilitate both the teachers’ task and the L2 students’ comprehension. Thus, the aim of this paper is to explore how undergraduate students may be trained in the use of rubrics, an ecologically valid feedback technique, and how they might assess sample writing tasks. This way, we will observe how able they are to identify dissimilarities and consistencies in these writing tasks on the basis of a specific genre as an article.

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Section: Writing As An Additional Language: Writing-to-learnmentioning

confidence: 99%

Section: Writing As An Additional Language: Writing-to-learnmentioning

confidence: 99%

affordances of rubrics in L2 writing in Higher Education

Garcés-Manzanera

2022

revHUMAN

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“…In fact, research in the field of Second Language Acquisition (SLA) has corroborated the benefits of using writing tasks for language learning by examining how their design and implementation procedures (e.g. planning time, task repetition, and task familiarity) influence students' performance and learning (for a full discussion, see Manchón, 2014;Manchón & Roca de Larios, 2011;Manchón & Vasylets, 2019). For example, in Ellis and Yuan (2004), the effects of pre-task planning, unpressured on-line planning, and no planning were examined on the written performance of Chinese students.…”

Section: Task Repetition and L2 Performancementioning

confidence: 99%

Role of Task Repetition and Content Familiarity in EFL Students’ Fluency and Accuracy in Narrative Tasks: A Case Study

Arredondo-Tapia

García-Ponce

2021

JLE

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Developing writing skills has become a priority for many students in English as a foreign language (EFL) contexts. To this end, classroom practices should be facilitative of opportunities to communicate accurately and fluently in written and oral forms. Drawing on evidence which suggests that task repetition allows students to perform subsequent tasks more efficiently and accurately, the study examines the likely effect of procedural repetition with four narrative tasks (i.e. narrating stories in written form after watching short animated videos) on five EFL students’ fluency and accuracy (AF). To do this, the levels of the students’ AF were measured during the performance of each task. Moreover, qualitative data from questionnaires administered to the students after each task were also included to better understand the behavior of the AF levels in relation to their perceptions of the task performance and the familiarity with the content of the tasks. The evidence shows that the students’ AF tended to progressively increase as weeks went by. The highest AF levels were found in the tasks where the content was familiar to the students. The opposite was observed when the students claimed not to be familiar with the content. The argument that we put forward in this article is that task (procedural) repetition may be beneficial for enhancing students’ AF in writing task performance; however, if this practice combines with the students’ lack of content familiarity, AF may engage in a dynamic interaction in which trade-off effects can be observed.

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“…Tasks that engage learners in problem solving and represent a real challenge in ideational and/ or linguistic terms have more chances of contributing to learning, in terms of either consolidation or expansion of L2 knowledge (Kormos, 2011;López-Serrano et al, 2019;Manchón & Roca de Larios, 2007;Révész, Kourtali, & Mazgutova, 2017). Providing pre-task and online planning time might also be key considerations in pedagogical decision-making (Manchón & Roca de Larios, 2007;Manchón & Vasylets, 2019) and using different task types will also affect what learners presumably focus their attention on during L2 writing (Michel et al 2020).…”

Section: Individual Writingmentioning

confidence: 99%