Introduction

Even in a relatively small field like second language (L2) writing, staying abreast of the current literature can be difficult. Since 2010, the number of publications on second language writing has exceeded 200 per year, and 2014 was no exception. To address this situation, we provide an overview of scholarship on second language writing published in 2014.

Data for this paper come from a search of databases including Educational Information Resources Center (ERIC), Linguistics and Language Behavior Abstracts (LLBA), ProQuest Dissertations and Theses (PQDT), and Worldcat (an online database that provides access to the collections of 71,000 libraries in 112 countries), as well as a perusal of more than 50 journals that, to a greater or lesser extent, typically publish articles on second language writing. The types of publications that we will address primarily include journal articles, authored and edited books, book chapters, and dissertations.

The Studies

Text

Research studies focusing on text were prominent in 2014; there were 37 studies that investigated particular text features.

Competence in formulaic and phraseological language in L2 writing was highlighted by several studies: Bestgen & Granger, Granger & Bestgen, Lenko-Szymanska, Pérez-Llantada, Qin, and Salazar. In addition, corpus research was used to look closely at L2 texts. Connor-Linton and Polio conducted a quantitative analysis of an L2 writing corpus, while Friginal & Weigle used a corpus-based multi-dimensional analysis on L2 texts. Hong & Cao looked at corpus data of interactional meta-discourses in young EFL learners’ writing, and Tono & Díez-Bedmar also conducted a corpus study on primary and secondary school students’ writing.

Textual features of specific genres of writing were reviewed in a few studies: lexical errors in scientific L2 texts by Pastor & Mestre; Huhtala’s discourse analysis of scientific writing in Finnish by Swedish students; contrastive rhetoric of discourse organization in L1 and L2 argumentative writing by Schneer and Rustipa, respectively; and metadiscourse markers in EFL learners’ persuasive writing by Liu & Furneaux. In addition, four studies looked at accuracy and errors in texts: Wu and Garza assessed errors and their causes in writers’ EFL texts; Satariyan & Mosheni examined common errors in L2 first- year undergraduate writing and their connection to L1; Zhang, McBride-Chang, Wagner & Chan conducted error analysis on young writers’ Chinese and English texts; and Polio & Shea opened a discussion on validating the reliability of current measures of linguistic accuracy in L2 writing research.

Studies on plagiarism were relatively few in 2014; Moore Howard talked about plagiarism extensively, while Pecorari & Petrić focused particularly on the role of e-media and culture in plagiarism. Kostka & Eisenstein Ebsworth explored how matched text detection software Turnitin was used to support academic writing instruction in a post-secondary L2 writing course.

Contrastive rhetoric continued to receive a great deal of attention from scholars. Different issues related to contrastive rhetoric in 2014 included: intercultural rhetoric (Belcher), multiple profiles in L1 and L2 essays (Friginal, Li, & Weigle; Friginal & Weigle), analysis of the structures of acknowledgment in L1 and L2 texts (Kuhi & Rezaei), cross-language patterns in unconventional word segmentation in young bilinguals’ writing (Sparrow), and the relationship between sign language knowledge and L2 writing (Wolbers, Bowers, Dostal, & Graham).

Four studies specifically focused on text complexity: Bulté & Housen conducted a quantitative study on the lexical and syntactic complexity of EFL writers’ performance, while Crossley & McNamara addressed the relationship between L2 syntactic development and writing quality. Tilma compared syntactic and morphological complexity and accuracy measures in ESL and EFL texts, whereas Parkinson &Musgrave narrowed their focus to noun phrase complexity in L2 texts using a hypothesized developmental progression index.

Furthermore, a number of specific text-oriented features were analyzed: Crossley, Kyle, Allen, Guo, & McNamara unveiled the potential of linguistic micro-features in L2 writing proficiency; Gavin examined collocations of shall and will with pronouns in L1 and L2 texts; Godfrey, Treacy, & Tarone discussed the changes in specific features of French L2 writing of study-abroad and domestic students; Aidinlou & Reshadi shed light on the use of conjunctions and references in e-mails and paper-based letters; Zhang specifically looked at the use of conjunctions in L1 and L2 texts; Littlemore, Krennmayr, Turner, &Turner investigated the use of metaphor in EFL texts; and Evans, Hartshorn, Cox & De Jel explored the validity of the weighted clause ratio.

Instruction

Instruction was the most popular topic in second language writing in 2014 and always has drawn a great deal of attention in the field. There were 83 studies focusing on instruction in 2014.

Feedback is an essential part of learning and instruction; 20 studies in 2014 focused on feedback. Multiple feedback methods were presented, including computer-mediated feedback, oral interactive feedback, teacher feedback, self and peer feedback, and focused metalinguistic corrective feedback. The feedback process was also addressed.

AbuSeileek & Abualsha’r compared the effects on EFL learners’ writing of no feedback versus one of three computer-mediated feedback types: track changes, recast feedback and metalinguistic feedback. Shirazi & Shekarabi and Taferner looked at the role of written corrective feedback, while Mak examined feedback with a sociocultural approach. Akbarzadeh, Saeidi & Chehreh investigated an oral interactive feedback group that outperformed an explicit feedback group, while Chen examined the interaction and feedback process between writing tutors and L2 writers in Taiwan. Coyle & Roca de Larios looked at children’s writing with regard to the effects of self-noticing of grammatical errors and comparing their texts with the feedback provided. In another setting, Ebadi demonstrated how focused metalinguistic corrective feedback affected the essay writing of Iranian EFL students. Elwood & Bode also focused on a particular population; they determined Japanese EFL learners’ perceptions and preferences toward a teacher’s content-based and mechanical feedback. Zhao focused on peer feedback on the writing of Chinese EFL learners, while Yu & Lee analyzed Chinese students’ use of peer feedback in the L1 and L2. Ene & Upton and Llanos Bultron shared some of the effects of various types of electronic teacher feedback on ESL writing and students’ writing proficiency. Lastly, Yu examined the use of self-feedback.

There was a great deal of research related to the use of online and computer-based resources in the field of second language writing in 2014; several studies explored online and computer-based assistance and support in learning. Allen, Crossley, Snow, & McNamara addressed the effects of a game-based intelligent tutor system called Writing Pal with L1 and L2 students, while Casal & Lee talked about the development and implementation of an online writing center. Chang & Sperling compared the differences between face-to-face discourse in a classroom and discourse in an online forum from a sociocultural perspective, and Hartmann conducted quantitative research on the impact of computer-assisted language learning. Specific tools were used in two studies: Hsu examined the use of online video to help EFL students in a freshmen composition class to build a more active vocabulary, and Aydin & Yildiz elucidated the effect of the use of wikis in collaborative writing projects in EFL classrooms.

In addition to computer-mediated instructional methods, there was research on corpus as a tool to help learners in second language writing. Three studies focused specifically on using corpora in instruction. Cotos examined the effects of the use of native-speaker and learner corpora in the learning of adverbials; Z. Huang discussed the use of a topic-based corpus to create in-class activities to help ESL writers improve their use of abstract nouns; and Chang conducted a case study on the use of general and specialized corpora for academic writing.

Particular genres, assignments, and instructional techniques from the elementary school level to graduate school were also highlighted in a few studies. De Oliveira & Lan conducted a case study of genre-based pedagogy in the science writing of a 4^th graders; J.C. Huang focused on a Taiwanese doctoral student’s case with regard to his knowledge development with explicit instruction; lastly, Cho extensively looked at writing tasks frequently assigned to TESOL Master’s students.

Collaboration between students or language teaching professionals can be an effective method for helping learners in second language writing by adding extra support to their learning process. Three studies were geared towards addressing how collaboration can lead students to successful learning. Adkins & Meyer’s study investigated a sheltered instructional program with an additional lab session for Korean students in a collaborative program between a U.S. college and a Korean college, while Dossett discussed the effects of collaboration in tutorial sessions with female Arabic ESL learners in a writing center. Additionally, Gleason conducted an ethnographic study on the incorporation of technology in a Spanish writing classroom where an instructor collaborated with an applied linguist. Finally, Shi & Yang looked at the effect of collective lesson planning in China.

Three studies in 2014 dealt with metacognitive issues in second language writing. Amani conducted research on raising students’ metacognitive awareness when given sufficient time to prepare an outline for argumentative writing; Choong explored how causal reasoning demands are related to written performance in complexity, accuracy and fluency; and Fernández-Toro & Furnborough examined cognitive, affective, and metacognitive responses of learners in a Spanish class to their tutors’ feedback.

Two researchers investigated the role of teacher-student interactions in learning. Fujioka looked at the interaction between an L2 student and his professor; she specifically discussed the use of activity theory to analyze the interaction between the L2 student and his professor when completing disciplinary writing assignments. Gilliland addressed how student-teacher talk can shape high school students’ writing.

Four works were published in 2014 for the purpose of instructor reference and training. Al-Mahrooqi, Thakur & Roscoe developed a resource of successful teaching ideas for use with ESL and EFL students, while Comeau-Kirschner conducted extensive research on the practice of tutor training in two community colleges and the decision-making process used in that training. Zawacki & Habib discussed the internationalization of teaching English L2 writers through reconsidering language in writing classrooms, while Zawacki & Cox edited a book on research of linguistically and culturally inclusive programs and practices of second language students’ writing across the curriculum.

Conceptual arguments about instruction in second language writing were dealt with in a few studies. Bastalich, Behrend & Bloomfield argued that research training is not skills-based and that we need to look at it in a different way to accommodate an academic literacies perspective. Jain talked about the need to acknowledge the translingual nature of ESL students and its implications for ESL professionals and teacher education programs, and Disney discussed redefining the relationship between language acquisition, literature, and identity in second language creative writing.

Multiple classroom foci and activities were explored in the research. Ahangari & Sepehran examined the effect of intertextuality (i.e., the relation of each text to the surrounding texts) on learners’ critical writing skills when using reading and visual materials. Amicucci & Lassiter conducted research on a multimodal concept-drawing activity in a freshman writing course to help students understand the course concepts better. Chau addressed the relationships between planning and writing and L2 oral narratives, while Gugin talked about a paragraph-first approach in academic writing practice.

Other studies focused on classroom activities. Hoang explored using three-way metaphors in an ESL writing class; Houston assessed scrutinized the use of a post-method approach in an EAP classroom in which short personal-narrative books provided students more freedom from the conventions of academic writing; Kim conducted two case studies on the effect of explicit expectation of grammatically correct text; and, lastly, Byrnes & Manchón highlighted how task-based language teaching benefits ESL writing and teaching.

The next body of literature under the topic of instruction addressed various pedagogies and approaches. This literature consists of 18 articles covering specific topics including genre-based approaches (Byrnes & Manchón; de Oliveira & Lan; J.C. Huang; Luo, Liu, Kuo, & Yuan; McDonough, Crawford, & Vleeschauwer; Paltridge; Ramos; Sabet, Tahriri, & Haghi), scaffolding in writing instruction (Adkins & Meyer; O’Hallaron (a,b); Okasha & Hamdi; Wette), cooperative language learning approaches (Mahmoud), process writing (Z.Q.Wang), linked instruction between speaking and writing (Soto), the process of L2 writing to copyediting (Hartse & Kubota), and the translingual approach (M.E. Lee).

In the research on the genre-based approach, J.C. Huang conducted a case study on how Taiwanese PhD students develop their genre knowledge through English writing instruction. Another genre-related article was published by Ramos, who analyzed the teaching of academic persuasive prose to adolescent English language learners.

Besides genre-related pedagogies, another frequently discussed topic in the literature was scaffolding in instruction. O’Hallaron (a,b) showed how scaffolding was used to support the development of the argumentative writing of 5th graders, and Wette discussed the use of modeling in EAP writing instruction.

A relatively new topic in the literature is the translingual approach. M.E. Lee introduced the implementation of the World Englishes paradigm in second language writing instruction and illustrated the use of code-meshing as a necessary means for transforming composition pedagogy. Furthermore, Shi &Yang explored instruction from the teachers’ point of view; they looked at the effect of collective lesson planning in China.

Another subtopic in the category of instruction, which was also addressed by a considerable number of scholars, was computer-assisted instruction, with 17 publications. Three major issues were discussed: computer-assisted collaborative writing (Chang & Sperling; Li; Gleason; Strobl; Suwantarathip & Wichadee), corpus-related instruction (Chang; Cotos; & Z. Huang; Tono, Satake, & Miura; Yoon & Jo), and the examination of various technologies (Hsu; Windsor & Park; Xing; Yeh, Lo, & Chu). In order to evaluate the effectiveness of collaborative writing in a computer-assisted environment, Li conducted a Wiki-based co-writing activity in an EAP context, and Suwantarathip &Wichadee examined the effects of co-writing using Google Docs on the development of students’ writing abilities.

Another emerging topic that was discussed frequently was the use of corpora in teaching writing. Chang provided information on both general and specialized corpora for academic writing; Cotos and Z. Huang investigated the effectiveness of corpora on students’ learning of adverbs and abstract nouns; Yoon & Jo conducted an exploratory case study on the effect of using corpora on students’ error correction and learning strategy in L2 writing. Additionally, several specific technologies were also discussed and evaluated, such as email writing activities in college (Xing), online reading-to-writing tasks in higher education contexts (Windsor & Park), and online annotations in a web-based error correction practice system (Yeh, Lo, & Chu).

Fifteen other publications in this category of instruction addressed specific classroom activities. Various activities in writing classrooms were discussed and evaluated, including blogging (Lin, Li, Hung, & Huang), story sharing (Mish), the teaching of metaphor (Ha; Wan), mini-novelas (Wessels & Herrera), multimodal concept drawing (Amicucci & Lassiter), planning (Chau), grammar instruction (Kim), intertextuality (Ahangari & Sepehran), and post-method issues (Houston).

Context

The next category in the research that we identified was context, which included 19 publications. There were eight journal articles, four dissertations, and seven newsletter articles on this topic. Some major themes were publication context, institutional context, instructional context, and cross-cultural context.

Within the domain of publication context, three major topics were included: reviews of publications (Silva, Thomas, Park, & Zhang (a,b); Zhang & Paiz), publishing practices in multilingual contexts (Kuteeva & Mauranen; McGrath; Muresan & Perez-Llantada), and language policies in scholarly publishing (Uzuner-Smith). In 2014, two newsletter articles reviewed existing publications and academic exchanges in the field of L2 writing. Three articles introduced publishing practices in multilingual/multicultural contexts. One of these articles, written by McGrath, presented a case study of policy and practice in such contexts and discussed the parallel language use in academic and outreach publication. Muresan &Perez-Llantada introduced the publishing practices in the Romanian academic context, especially the use of English for research publication in bilingual or multilingual contexts.

Another context described in the literature is the institutional context, with a focus on schools. Various activities and resources in this context were examined and discussed, including: writing centers (Burns; Haigh & Barrett), campus resources (Shvidko), linguistic contexts (Ruecker, Shapiro, Johnson, & Tardy), English-medium instruction (De Costa), and internationalization in education settings (Watson). One of the frequently discussed topics in the school context was writing centers. Burns focused on the role of tutor evaluation in an open-admission writing center, and Haigh and Barrett discussed cross training in writing centers in L2 writing contexts.

In addition to the school-level institutional context, some publications discussed the instructional context. This literature focused on the classroom environment where second language writing is taught, such as the comparison between virtual and real environments in L2 writing instruction (Haddadi & Tahririan), peer interaction in college composition (Hobmeier), and first-year composition programs (Hammill; Siczek). Siczek investigated the experiences of international students in US first-year composition programs, with a focus on the policy of the internationalization of higher education.

The last context identified was the cross-cultural context, where translingual issues were discussed by various L2 writing scholars. For example, Cushman & Juzwik investigated the development of international research in the teaching of English composition, and Ruecker, Ortmeier-Hooper, Crusan, Tardy, Matsuda, Atkinson, & Simpson described the relationship between L2 writing and translingual writing. These publications on the cross-cultural context represent an emerging topic in the field of L2 writing with an interaction among L2 writing, TESOL, and rhetoric and composition studies.

Reader

The next category of publication is on the topic of reader, with two types of major readers addressed: teachers and editors. Eleven articles were identified on this topic, among which four major sub-themes were present, including teacher practices, teacher development, teacher beliefs, and the role of editors. Ten of these eleven articles focused on teachers as readers of written products. Four of these articles addressed teacher practices, including responding to students’ writing (Ferris; McMartin-Miller), pedagogical practices in Palestinian universities (Alzaanin), and teaching writing to East Asian ESL adolescents (Lee). The other four investigated teacher development, including teacher backgrounds (Shamsuzzaman, Everatt, & McNeill), preparing teachers to help students (Shvidko), development through community service learning (He & Prater), and the preparation for a blended teaching of summary writing (Yang). In addition to teacher practices and development, publications on the topic of reader also investigated teacher beliefs (Xiao; Chien); Xiao conducted a multi-case study to examine college ESL writing instructors’ pedagogical beliefs through guided reflection.

Writer

Work on L2 writers is dominant in the literature. Studies related to L2 writers focused on the characteristics of writers and their composing processes and strategies. Scholars paid attention to certain populations of L2 writers. Doolan compared language use in the writing of developmental Generation 1.5, L1, and L2 university students; Farsani, Beikmohammadi, &Mohebbi examined the relationship of self-regulated learning and academic writing performance and that of goal-oriented learning and academic writing performance among undergraduate Iranian EFL learners; Hirano explored the challenges faced by refugee students and how they dealt with the challenges by making use of the resources provided in their first year of college; Karkafi explored the negative language transfer in the writing of heritage and L2 students of Russian—the most interesting finding was that heritage language learners produced twice the number of negative transfers than did L2 learners of Russian; Pessoa, Miller, & Kaufer, in a four-year longitudinal study, looked at EFL students’ challenges in Qatar in their transition to college and their development of reading and writing skills; Shapiro described the lived experience of former refugees from African countries of deficit discourse in a high school in New England; Wong reported on a year-long study of Latina/o students’ development as L2 writers and on the impact of instruction on their L2 writing development.

Multilingualism also received scholarly attention. Forester investigated how authors’ multilingualism affected the language of the text and made them sound unique; Kager explored the effect of multilingualism on three multilingual writers’ writings; Leonard examined the “lived literacy experience” of six multilingual writers and argued for the rhetorical attunement formed by their everyday multilingual practices; Seloni analyzed a multilingual graduate student’s knowledge construction in the process of thesis writing and revealed how the writer’s cultural and symbolic background contributed to his multilingual identity. 

With regard to composing processes, research publication practices drew much attention from L2 researchers. Salager-Meyer analyzed why multilingual periphery scholars chose to publish in English and called for measures to give more voice to these scholars. Other scholars looked at the language choices and publication practices of different groups of writers. These groups of writers included L1 and L2 Language for Specific Purposes (LSP) scholars (Bocanegra-Valle); EFL scholars in China (Li; McIntosh), Germany (Gnutzmann & Rabe (a); Gnutzmann & Rabe (b)), Spain (Burgess, Gea-Valor, Moreno, & Rey-Rocha; Gea-Valor, Rey-Rocha, & Moreno; Martin, Rey-Rocha, Burgess, & Moreno), and Taiwan (Min); as well as L1 French scholars in Canada (Gentil & Séror). Of these studies on the publication practices of L2 scholars, McIntosh and Min also addressed the issue of higher education policy and university expectations.

In addition to work on general composing process (Cheng) and comparisons of L1 and L2 composing processes (Bocanegra-Valle; Hu; Karkafi), work on subprocesses has increased and become more sophisticated. These subprocesses include planning (Breuer; Johnson; Neumann & McDonough), searching (Franken), revising (Hanjani & Li), summarizing (Keck; H. Yang), and meaning making (Ronan).

Variables that affect composing was another subtheme of L2 composing. These included the use of L1 in L2 writing (Harris; Ionescu), writing anxiety (Huang), students’ beliefs about writing tasks (Nicolás-Conesa, Roca de Larios, & Coyle), metacognitive awareness (Ruan), concurrent verbal reporting (Yang, Hu & Zhang), and reference tools (Yoon). Some L2 scholars researched more than one variable that may affect the writing process. Wynne explored factors that contributed to writing productivity problems in L2 graduate students’ thesis writing and offered a theory of productivity; L.Yang examined the collaborative writing process of ESL students in Canada and found that variables that affected (i.e., facilitated and/or constrained) the writing process include L1 background, L2 proficiency, and group rules.

Studies focusing on L2 writers also looked at writers’ perceptions. Amara examined ESL students’ perceptions of teachers’ written corrective feedback; Shvidko offered her understanding of L2 writing by drawing on her experience of being a student in an intensive English program, a TESOL Master’s program, and a second language doctoral program; Zghyer studied Arab students’ difficulties in English writing in their transition to a U.S. university and identified students’ perceptions of EFL writing in their home countries and ESL writing in the U.S. university. Other studies called for an understanding of Chinese ESL students’ cultures and writing needs in first year composition classes (Atilgan), offered a motivation inventory for L2 graduate students’ research article writing (Lin, Cheng, & Lin); researched the role of indexicality in the emergence of disciplinary writing expertise and bridging the gap between text and context (Dressen-Hammouda); and explored how students of Japanese as a foreign language in Australia learned to negotiate power and solidarity in email writing (Nakane, Thomson, & Tokumaru).

The contexts in which the work on L2 writers was done also varied, and work in FL contexts was dominant. These contexts included EFL in Arab countries (Zghyer), China (Li; McIntosh; Ruan; Yang et al.), Germany (Breuer; Gnutzmann & Rabe (a); Gnutzmann & Rabe (b) Iran (Farsani et al.; Hanjani & Li), Qatar (Pessoa et al.), Spain (Burgess et al.; Gea-Valor et al.; Harris; Martin et al.; Nicolás-Conesa et al.), and Taiwan (Lin et al.; Min; H. Yang). They also included FL writing in Japanese (Nakane et al.), Persian (Abasi), and Russian (Karkafi) in North America.

Assessment

With 20 studies (14 journal articles, four dissertation studies, one book, and one newsletter article) on the subject, assessment continued to be an important theme in L2 writing scholarship in 2014. Continued efforts have been made in identifying variables that play salient roles in influencing test takers’ performance and test scores. These variables included test takers’ keyboarding skills, prior learning experience, and knowledge of criteria as well as the cognitive complexity and genre of writing tasks. Barkaoui investigated the impact of L2 students’ keyboarding skills on scores on TOEFL-iBT writing tasks; Liu & Stapleton looked at the effect of explicit instruction of counter-arguing and refuting on students’ test scores on argumentative writing; Neumann looked at the assessment of grammatical ability in L2 academic writing and investigated how knowing teachers’ assessment criteria may influence students’ writing and learning process; Yang examined the effect of cognitive complexity on Chinese EFL students’ writing performance; Li examined how genre affects test takers’ performance on summarization tasks in an EFL context in China.

Automated writing evaluation (AWE) also surfaced as an area of interest in assessment scholarship. Cotos’ book provided a model for designing and evaluating a prototype of genre-based AWE technology and talked about how the prototype can be transformed into a complete AWE program for L2 research writing; Dikli & Bleyle examined the use of an AWE system for feedback and compared the quantity and quality of feedback in addition to students’ perceptions of the AWE feedback with instructors’ feedback; Granfeldt & Agren researched the use of Direkt Profil, an automated profile analysis system, as a diagnostic assessment tool to identify the developmental stages of L2 French by comparing the Direkt Profil assessment with that done by trained language teachers; Li, Link, Ma, Yang, & Hegelheimer investigated the usefulness of AWE in classroom-based formative assessment by comparing AWE scores with instructors’ numeric grades and analytic ratings; Tetreault, Chodorow, & Madnani addressed the issues that affected the evaluation and annotation of ESL error detection systems.

Despite these efforts in experimenting with how to incorporate AWE into L2 writing instruction, caution should be taken in deciding whether or not to use an AWE system for assessment or feedback since the research yielded different results. Although Granfeldt & Agren found high degrees of correlation between an AWE system and human raters, Dikli & Bleyle found that instructors provided more and better-quality feedback; Li et al. also reported low to moderate positive correlations between the AWE system and instructors in classroom formative assessment.

Researchers also shifted their attention from characteristics of the raters themselves to their rating processes. Gebril & Plakans investigated the thinking processes and behaviors that raters engaged in and the challenges they faced when they assigned scores to reading-to-write tasks; Kuiken &Vedder examined raters’ performance in assigning scores to L1 and L2 Italian and Dutch writing; W. Wang looked at how test raters made their decisions in rating a writing performance test using a new testing model.

Placement assessment was another subtheme in assessment scholarship. Wurr reviewed the placement assessment for L2 writers in college composition courses; Chung offered a test of productive grammatical writing ability in academic English and justified its validation as a supplement to the essay test of the English Placement Test at Iowa State University. Other studies related to L2 writing assessment included examining the relationship among rating quality, rating scales, rating tasks, and languages (Huhta, Alanen, Tarnanen, Martin, & Hirvela), arguing for the validity of a web-search-permitted and web-source-based integrated writing test (Jun), discussing the paradigms of writing assessment (Hamp-Lyons), assessing students’ writing proficiency improvement after a year's study in an Australian university (Knoch, Rouhshad, & Storch), and exploring the implementation of assessment for learning (AfL) in elementary L2 writing classrooms in Hong Kong (Mak & Lee).

Finally, it is worth noting that assessment scholarship branched into other contexts, though work on ESL writing in the U.S. was still dominant in L2 writing assessment. This includes ESL writing in Australia (Knoch et al.), Canada (Neumann), and Hong Kong (Mak & Lee); EFL writing in China (Li; Liu & Stapleton; Yang); and foreign language writing in French (Granfeldt & Agren), Italian, and Dutch (Kuiken & Vedder).

While we (the authors) did our best to be comprehensive, we cannot claim that all of the 2014 publications on second language writing are included here, and apologize for any omissions. In any case, we hope our readers find this review useful for your purposes.

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Qin, J. (2014). Use of formulaic bundles by non-native English graduate writers and published authors in applied linguistics. System, 42, 220-231.

Rustipa, K. (2014). Metadiscourse in Indonesian EFL learners’ persuasive texts: A case study at English Department, UNISBANK. International Journal of English Linguistics, 4(1), 44-52.

Salazar, D. (2014). Lexical bundles in native and non-native scientific writing: Applying a corpus-based study to language teaching. Philadelphia: John Benjamins.

Satariyan, A., & Mohseni, A. (2014). Writing skill and categorical error analysis: A study of first year undergraduate university students. Iranian Journal of Research in English Language Teaching, 1(3), 20-30.

Schneer, D. (2014). Rethinking the argumentative essay. TESOL Journal, 5(4), 619-653.

Sparrow, W. (2014). Unconventional word segmentation in emerging bilingual students’ writing: A longitudinal analysis. Applied Linguistics, 35(3), 263-282.

Tilma, C. (2014). The dynamics of foreign versus second language development in Finnish writing. Unpublished doctoral dissertation, University of Jyväskylä.

Tono, Y., & Díez-Bedmar, M. B. (2014). Focus on learner writing at the beginning and intermediate stages: The ICCI corpus. International Journal of Corpus Linguistics, 19(2), 163-177.

Wolbers, K. A., Bowers, L. M., Dostal, H. M., & Graham, S. C. (2014). Deaf writers' application of American Sign Language knowledge to English. International Journal of Bilingual Education and Bilingualism, 17(4), 410-428.

Wu, H. P., & Garza, E. V. (2014). Types and attributes of English writing errors in the EFL context- A study of error analysis. Journal of Language Teaching and Research, 5(6), 1256-1262.

Zhang, J., McBride-Chang, C., Wagner, R. K., & Chan, S. (2014). Uniqueness and overlap: Characteristics and longitudinal correlates of native Chinese children's writing in English as a foreign language. Bilingualism: Language and Cognition, 17(2), 347-363.

Zhang, Y. (2014). Adversative and concessive conjunctions in Chinese EFL writing: a functional perspective. Unpublished doctoral dissertation, Hong Kong Polytechnic University.

Instruction

AbuSeileek, A., & Abualsha'r, A. (2014). Using peer computer-mediated corrective feedback to support EFL learners’ writing. Language Learning & Technology, 18(1), 76-95.

Adkins, T., & Meyer, C. (2014). Seoul searching: Transitioning basic writers within the global frontiers project. Composition Studies, 42(1), 79-96.

Ahangari, S., & Sepehran, H. (2014). The effect of intertexuality on Iranian EFL learners critical writing. Iranian Journal of Language Teaching Research, 2(1), 89-98.

Akbarzadeh, R., Saeidi, M., & Chehreh, M. (2014). The effect of oral interactive feedback on the accuracy and complexity of EFL learners’ writing performance: Uptake and retention. Iranian Journal of Language Teaching Research, 2(2), 105-126.

Allen, L. K., Crossley, S. A., Snow, E. L., & McNamara, D. S. (2014). L2 writing practice: Game enjoyment as a key to engagement. Language Learning & Technology, 18(2), 124- 150.

Al-Mahrooqi, R., Thakur, V. S., & Roscoe, A. (2014). Methodologies for effective writing instruction in EFL and ESL classrooms. Hershey, PA: Information Science Reference.

Amani, S. (2014). Metacognitive strategy instruction and pre-task planning: Impact on L2 argumentative writing ability. Unpublished doctoral dissertation, University of Auckland.

Amicucci, A. N., & Lassiter, T. (2014). Multimodal concept drawings: Engaging EAL learners in brainstorming about course terms. TESOL Journal, 5(3), 523-531

Aydin, Z., & Yildiz, S. (2014). Using Wikis to promote collaborative EFL writing. Language, Learning & Technology, 18(1), 160-180.

Bastalich, W., Behrend, M., & Bloomfield, R. (2014). Is non-subject based research training a ‘waste of time’, good only for the development of professional skills? An academic literacies perspective. Teaching in Higher Education, 19(4), 373-384.

Byrnes, H., & Manchón, R.M. (2014). Task, task performance, and writing development: Advancing the constructs and the research agenda. In H. Byrnes & R.M. Manchon (Eds.), Task-based language learning: Insights from and for L2 writing (pp. 265-296). Philadelphia: John Benjamins.

Casal, J. E., & Lee, J. J. (2014). Distance tutoring: Online writing center for L2 university students. SLW News, 10(1).

Chang, J. Y. (2014). The use of general and specialized corpora as reference sources for academic English writing: A case study. ReCALL, 26(2), 243-259.

Chang, Y. C., & Sperling, M. (2014). Discourse and identity among ESL learners: A case study of a community college ESL classroom. Research in the Teaching of English, 49(1), 31-51.

Chau, H. T. (2014). The effects of planning with writing on the fluency, complexity, and accuracy of L2 oral narratives. Doctoral dissertation, Michigan State University.

Chen, P. J. (2014). A case study on a cross-context asynchronous online writing tutorial: The mediated learning process for US-based tutors and L2 writers in Taiwan. Unpublished doctoral dissertation, University of Maryland, College Park.

Cho, H. (2014). What writing tasks do TESOL professors require? TESOL Journal, 5(2), 247-264.

Choong, K. W. P. (2014). Effects of task complexity on written production in L2 English. Unpublished doctoral dissertation, Teachers College, Columbia University.

Comeau-Kirschner, C. (2014). Training in the writing center: Senior administrator and tutor perspectives on English language learner best practices. Unpublished doctoral dissertation, Fordham University.

Coyle, Y., & Roca de Larios, J. (2014). Exploring the role played by error correction and models on children’s reported noticing and output production in a L2 writing task. Studies in Second Language Acquisition, 36(03), 451-485.

Cotos, E. (2014). Enhancing writing pedagogy with learner corpus data. ReCALL, 26(2), 202-224.

de Oliveira, L. C., & Lan, S. W. (2014). Writing science in an upper elementary classroom: A genre-based approach to teaching English language learners. Journal of Second Language Writing, 25, 23-39.

Disney, D. (Ed.). (2014). Exploring second language creative writing: Beyond Babel. Philadelphia: John Benjamins.

Dossett, R. (2014). Investigation of collaboration in ESL writing tutorials. Unpublished doctoral dissertation, Ball State University.

Ebadi, E. (2014). The effect of focused meta-linguistic written corrective feedback on Iranian intermediate EFL learners’ essay writing ability. Journal of Language Teaching and Research, 5(4), 878-883.

Elwood, J. A., & Bode, J. (2014). Student preferences vis-à-vis teacher feedback in university EFL writing classes in Japan. System, 42, 333-343.

Ene, E., & Upton, T. A. (2014). Learner uptake of teacher electronic feedback in ESL composition. System, 46, 80-95.

Fernández-Toro, M., & Furnborough, C. (2014). Feedback on feedback: eliciting learners’ responses to written feedback through student-generated screencasts. Educational Media International, 51(1), 35-48.

Fujioka, M. (2014). L2 student–US professor interactions through disciplinary writing assignments: An activity theory perspective. Journal of Second Language Writing, 25, 40-58.

Gleason, J. (2014). “It helps me get closer to their writing experience” Classroom ethnography and the role of technology in third-year FL courses. System, 47, 125-138.

Ha, H. (2014). Three ways metaphor can help your second language writing class. SLW News, 10(1).

Hartmann, C. (2014). The effect of computer-assisted-language learning on Micronesian students' writing achievement. Unpublished doctoral dissertation, Walden University.

Heng Hartse, J., & Kubota, R. (2014). Pluralizing English? Variation in high-stakes academic texts and challenges of copyediting. Journal of Second Language Writing, 24, 71-82.

Hoang, H. (2014, March). Three ways metaphor can help your second language writing class. SLW News.

Houston, M. (2014). Writing stories across languages: The exploration of students' book construction in an EAP writing classroom. Unpublished doctoral dissertation, University of Pennsylvania.

Hsu, W. (2014). The effects of audiovisual support on EFL learners’ productive vocabulary. ReCALL, 26(1), 62-79.

Huang, J. C. (2014). Learning to write for publication in English through genre-based pedagogy: A case in Taiwan. System, 45, 175-186.

Huang, Z. (2014). The effects of paper-based DDL on the acquisition of lexico-grammatical patterns in L2 writing. ReCALL, 26(2), 163-183.

Gilliland, B. (2014). Academic language socialization in high school writing conferences. Canadian Modern Language Review/La Revue canadienne des langues vivantes, 70(3), 303-330.

Gugin, D. (2014). A paragraph-first approach to the teaching of academic writing. English Teaching Forum, 52, 24-29.

Jain, R. (2014). Global Englishes, translinguistic identities, and translingual practices in a community college ESL classroom: A practitioner researcher reports. TESOL Journal, 5(3), 490-522.

Kim, E. J. (2014). How does focus on form affect the revising processes of ESL writers? Two case studies. Journal of Language Teaching and Research, 5(1), 1-11

Kramer-Simpson, E. (2014, September). Providing feedback to junior and senior multilingual students at a STEM university. SLW News.

Lee, I. (2014). Revisiting teacher feedback in EFL writing from sociocultural perspectives. TESOL Quarterly, 48(1), 201-213.

Lee, M. E. (2014). Shifting to the World Englishes paradigm by way of the translingual approach: Code‐meshing as a necessary means of transforming composition pedagogy. TESOL Journal, 5(2), 312-329.

Li, M. (2014). Small group interactions in Wiki-based collaborative writing in the EAP context. Unpublished doctoral dissertation, University of South Florida.

Lin, M. H., Li, J. J., Hung, P. Y., & Huang, H. W. (2014). Blogging a journal: Changing students’ writing skills and perceptions. ELT Journal, 68(4), 422-431.

Llanos Bultron, A. (2014). The use of teacher-written feedback and computer-mediated feedback to enhance Puerto Rican English as a Second Language (ESL) high school students’ essay writing. Unpublished doctoral dissertation, Universidad del Turabo, Puerto Rico.

Luo, G. H., Liu, E. Z. F., Kuo, H. W., & Yuan, S. M. (2014). Design and implementation of a simulation-based learning system for international trade. The International Review of Research in Open and Distributed Learning, 15(1), 204-226.

Mahmoud, M. M. A. (2014). The effectiveness of using the cooperative language learning approach to enhance EFL writing skills among Saudi university students. Journal of Language Teaching and Research, 5(3), 616-625.

Mak, W.W. P. (2014). Implementing innovative feedback in L2 writing: A sociocultural perspective. Unpublished doctoral dissertation, The Chinese University of Hong Kong.

McDonough, K., Crawford, W. J., & De Vleeschauwer, J. (2014). Summary writing in a Thai EFL university context. Journal of Second Language Writing, 24, 20-32.

Mirzaee, A., & Hasrati, M. (2014). The role of written formative feedback in inducing non-formal learning among masters students. Teaching in Higher Education, 19(5), 555-564.

Mish, D. (2014). Sharing stories: English language learners become English language authors. TESOL Journal, 5(1), 150-155.

O'Donnell, M. E. (2014). Peer response with process-oriented, standards-based writing for beginning-level, second language learners of Spanish. Hispania, 97(3), 413-429.

O’Hallaron, C. L. (2014a). Supporting elementary English language learners’ argumentative writing through a functional grammar approach. Unpublished doctoral dissertation, University of Michigan.

O’Hallaron, C. L. (2014b). Supporting fifth-grade ELLs’ argumentative writing development. Written Communication, 31(3), 304-331.

Okasha, M. A., & Hamdi, S.A. (2014). Using strategic writing techniques for promoting EFL writing skills and attitudes. Journal of Language Teaching and Research, 5(3), 674-681.

Paltridge, B. (2014). Genre and second-language academic writing. Language Teaching, 47(3), 303-318.

Ramos, K. (2014). Teaching adolescent ELs to write academic style persuasive essays. Journal of Adolescent & Adult Literacy, 57(8), 655-665.

Romano, M. E., & Martinez, J. I. (2014, March). Implementing self-monitoring in the EFL writing classroom. SLW News.

Sabet, M. K., Tahriri, A., & Haghi, E. B. (2014). The impact of task-based approach on Iranian EFL learners’ motivation in writing research abstracts. Journal of Language Teaching and Research, 5(4), 953-962.

Shi, L., & Yang, L. (2014). A community of practice of teaching English writing in a Chinese University. System, 42, 133-142.

Shirazi, M., & Shekarabi, Z. (2013). The role of written corrective feedback in enhancing the linguistic accuracy of Iranian Japanese learners’ writing. Iranian Journal of Language Teaching Research, 2(1), 99-118.

Soto, I. (2014). Moving from spoken to written language with ELLs. Thousand Oaks, CA: Corwin Press.

Strobl, C. (2014). Affordances of web 2.0 technologies for collaborative advanced writing in a foreign language. CALICO Journal, 31(1), 1-18.

Suwantarathip, O., & Wichadee, S. (2014). The effects of collaborative writing activity using Google Docs on students' writing abilities. Turkish Online Journal of Educational Technology, 13(2), 148-156.

Taferner, R. H. (2014, September). Corrective feedback for second language acquisition: A research and practice perspective. SLW News.

Tono, Y., Satake, Y., & Miura, A. (2014). The effects of using corpora on revision tasks in L2 writing with coded error feedback. ReCALL, 26(02), 147-162.

Wan, W. (2014). Constructing and developing ESL students’ beliefs about writing through metaphor: An exploratory study. Journal of Second Language Writing, 23, 53-73.

Wang, S., & Vásquez, C. (2014). The effect of target language use in social media on intermediate-level Chinese language learners’ writing performance. CALICO Journal, 31(1), 78-102.

Wang, W. (2014). Students’ perceptions of rubric-referenced peer feedback on EFL writing: A longitudinal inquiry. Assessing Writing, 19, 80-96.

Wang, Y. L. (2014). Literacy instruction of Chinese as a second language for heritage language learners. Unpublished doctoral dissertation, George Mason University.

Wang, Z. Q. (2014). The application of process writing in Chinese EFL classrooms in higher education. International Journal of English Linguistics, 4(3), 88.

Wessels, S., & Herrera, S. G. (2014). Drawing their way into writing: Culturally and linguistically diverse students finding voice through mini-novelas. TESOL Journal, 5(1), 105-119.

Wette, R. (2014). Teachers' practices in EAP writing instruction: Use of models and modeling. System, 42, 60-69.

Windsor, A., & Park, S. S. (2014). Designing L2 reading to write tasks in online higher education contexts. Journal of English for Academic Purposes, 14, 95-105.

Xing, J. (2014). An empirical study of applying email exchange to college English learners' writing. Journal of Language Teaching and Research, 5(4), 856-864.

Yeh, S. W., Lo, J. J., & Chu, H. M. (2014). Application of online annotations to develop a web-based error correction practice system for English writing instruction. System, 47, 39-52.

Yoon, H., & Jo, J. W. (2014). Direct and indirect access to corpora: An exploratory case study comparing students' error correction and learning strategy use in L2 writing. Language, Learning & Technology, 18(1), 96-117.

Yu, L. (2014, March). Exploring pedagogical techniques in second language writing instruction: A self- reflection on reformulation. SLW News.

Yu, S., & Lee, I. (2014). An analysis of Chinese EFL students’ use of first and second language in peer feedback of L2 writing. System, 47, 28-38.

Zawacki, T. M., & Habib, A. S. (2014). Internationalization, English L2 writers, and the writing classroom: Implications for teaching and learning. College Composition and Communication, 65(4), 650-658.

Zawacki, T. M., & Cox, M. (Eds.). (2014). WAC and second language writing: Research towards linguistically and culturally inclusive programs and practices. Anderson, SC: Parlor Press.

Zhao, H. (2014). Investigating teacher-supported peer assessment for EFL writing. ELT journal, 68(2), 155-168.

Context

Burns, W. (2014). Critiquing the center: The role of tutor evaluations in an open admissions writing center. Praxis: A Writing Center Journal, 11(2), 1-4.

Cushman, E., & Juzwik, M. M. (2014). Developing the international presence of research in the teaching of English. Research in the Teaching of English, 49(1), 5-8.

De Costa, P. (2014). Reconceptualizing cosmopolitanism in language and literacy education: Insights from a Singapore school. Research in the Teaching of English, 49(1), 9-30.

Haddadi, F., & Tahririan, M. H. (2014). Analysis of Iranians’ writing performances in virtual and real environments. Iranian Journal of Research in English Language Teaching, 1(3), 53-60.

Haigh, J., & Barrett, R. (2014, March). Dialogue across the lines: Cross-training the writing center. SLW News.

Hammill, M. J. (2014). Second language writing in intensive English programs and first year composition. Unpublished doctoral dissertation, Arizona State University.

Hobmeier, A. L. (2014). The ecology of peer response interactions: Mapping the relationship between content and experience in multilingual college composition environments. Unpublished doctoral dissertation, University of Washington.

Kuteeva, M., & Mauranen, A. (2014). Writing for publication in multilingual contexts: An introduction to the special issue. Journal of English for Academic Purposes, 13, 1-4.

McGrath, L. (2014). Parallel language use in academic and outreach publication: A case study of policy and practice. Journal of English for Academic Purposes, 13, 5-16.

Muresan, L., & Perez-Llantada, C. (2014). English for research publication and dissemination in bi-/multiliterate environments: The case of Romanian academics. Journal of English for Academic Purposes, 13, 53-64.

Ruecker, T., Ortmeier-Hooper, C., Crusan, D., Tardy, C., Matsuda, P. K., Atkinson, D., & Simpson, S. (2014, September). CCCC controversy: Articulating the relationship between L2 writing and translingual writing. SLW News.

Ruecker, T., Shapiro, S., Johnson, E. N., & Tardy, C. M. (2014). Exploring the linguistic and institutional contexts of writing instruction in TESOL. TESOL Quarterly, 48(2), 401-412.

Shvidko, E. (2014, March). How well do we utilize campus resources to help L2 writers? SLW News.

Siczek, M. M. (2014). Negotiating socioacademic space: The lived experience of international second-language students in a mainstream first-year writing course. Unpublished doctoral dissertation, George Washington University.

Silva, T., Thomas, S., Park, H., & Zhang, C. (2014a, September). Scholarship on L2 writing in 2013: The year in review. SLW News.

Silva, T., Thomas, S., Park, H., & Zhang, C. (2014b, September). Studies referenced in scholarship on L2 writing in 2013: The year in review. SLW News.

Uzuner-Smith, S. (2014, September). New and exciting research about the ramifications of language policies in the context of scholarly publishing. SLW News.

Watson, M. M. (2014). Writing and the internationalization of US higher education: The roles of ideology, administration, and the institution. Unpublished doctoral dissertation, Syracuse University.

Zhang, C., & Paiz, J. M. (2014, March). Different voices were heard: The 2013 Symposium on Second Language Writing. SLW News.

Reader

Alzaanin, E. I. (2014). Investigating the pedagogical practices of EFL writing teachers in Palestinian Universities: A cognitive-ecological perspective. Unpublished doctoral dissertation, Victoria University of Wellington.

Chien, S. (2014). Cultural constructions of plagiarism in student writing: Teachers’ perceptions and responses. Research in the Teaching of English, 49(2), 120-140.

Ferris, D. R. (2014). Responding to student writing: Teachers’ philosophies and practices. Assessing Writing, 19, 6-23.

Hartse, J. H., & Kubota, R. (2014). Pluralizing English? Variation in high-stakes academic texts and challenges of copyediting. Journal of Second Language Writing, 24, 71-82.

He, Y., & Prater, K. (2014). Writing together, learning together: Teacher development through community service learning. Teachers and Teaching: Theory and Practice, 20(1), 32-44.

Lee, A. L. (2014). Teaching writing to East Asian ESL adolescents: Case studies of ESL and ELA teachers. Unpublished doctoral dissertation, State University of New York at Albany.

McMartin-Miller, C. (2014). How much feedback is enough? Instructor practices and student attitudes toward error treatment in second language writing. Assessing Writing, 19, 24-35.

Shamsuzzaman, M., Everatt, J., & McNeill, B. (2014). An investigation of the relationship between instructors' backgrounds and the teaching of second language writing in Bangladesh. International Journal of Innovation in English Language Teaching and Research, 3(1), 51-72, 109-111.

Shvidko, E. (2014, September). Helping students by preparing teachers. SLW News.

Xiao, T. (2014). Pedagogical beliefs and practices through guided reflection: A multiple-case study of ESL writing instructors. Unpublished doctoral dissertation, University of Cincinnati.

Yang, Y. (2014). Preparing language teachers for blended teaching of summary writing. Computer Assisted Language Learning, 27(3), 185-206.

Writers

Abasi, A. R. (2014). Evaluative choices and rhetorical impact: American learners of Persian as a foreign language writing to appraise. International Journal of Applied Linguistics, 24(2), 224-220.

Amara, T. M. (2014). ESL learners’ perceptions of teacher written feedback in a writing classroom. Unpublished doctoral dissertation, Washington State University.

Atilgan, A. B. (2014, March). Chinese writers in the U.S. classroom: Marrying cultures of learning. SLW News.

Bocanegra-Valle, A. (2014). “English is my default academic language”: Voices from LSP scholars publishing in a multilingual journal. Journal of English for Academic Purposes, 13, 65-77.

Breuer, E. (2014). First language versus foreign language: Fluency, errors and revision processes in foreign language academic writing. Unpublished doctoral dissertation, Universität Bonn.

Burgess, S., Gea-Valor, M. L., Moreno, A. I., & Rey-Rocha, J. (2014). Affordances and constraints on research publication: A comparative study of the language choices of Spanish historians and psychologists. Journal of English for Academic Purposes, 14, 72-83.

Cheng, Y. H. (2014). Dissertation grant proposals as “writing games”: An exploratory study of two L2 graduate students’ experiences. English for Specific Purposes, 36, 74-84.

Doolan, S. M. (2014). Comparing language use in the writing of developmental generation 1.5, L1, and L2 tertiary students. Written Communication, 31(2), 215-247.

Dressen-Hammouda, D. (2014). Place and space as shapers of disciplinary identity: The role of indexicality in the emergence of disciplinary writing expertise. Linguistic Insights-Studies in Language and Communication, 165, 71-106.

Farsani, M. A., Beikmohammadi, M., & Mohebbi, A. (2014). Self-regulated learning, goal-oriented learning, and academic writing performance of undergraduate Iranian EFL learners. TESL-EJ, 18(2).

Forester, K. (2014). Dissolving linguistic boarders? Contemporary multilingual literature in German-speaking countries. Unpublished doctoral dissertation, University of Illinois at Chicago.

Franken, M. (2014). The nature and scope of student search strategies in using a web derived corpus for writing. The Language Learning Journal, 42(1), 85-102.

Gea-Valor, M., Rey-Rocha, J., & Moreno, A. I. (2014). Publishing research in the international context: An analysis of Spanish scholars’ academic writing needs in the social sciences. English for Specific Purposes, 36, 47-59.

Gentil, G., & Séror, J. (2014). Canada has two official languages - Or does it? Case studies of Canadian scholars’ language choices and practices in disseminating knowledge. Journal of English for Academic Purposes, 13, 17-30.

Gnutzmann, C., & Rabe, F. (2014a). Scientific writing and publishing in the foreign language of English. Fachsprache, 36(1/2), 31-52.

Gnutzmann, C., & Rabe, F. (2014b). “Theoretical subtleties” or “text modules”? German researchers’ language demands and attitudes across disciplinary cultures. Journal of English for Academic Purposes, 13, 31-40.

Harris, S. N. (2014). Multicompetence in foreign language writing: Function, effects, and beliefs. Unpublished doctoral dissertation, University of Wisconsin-Madison.

Hanjani, A. M., & Li., L. (2014). Exploring L2 writers’ collaborative revision interactions and their writing performance. System, 44, 101-114.

Hirano, E. (2014). Refugees in first-year college: Academic writing challenges and resources. Journal of Second Language Writing, 23(1), 37-52.

Hu, M. (2014). Toward the understanding of Chinese ESL writing.English Today, 30(1), 55-59.

Huang, Y. W. (2014). Taiwanese graduate students’ voices on language anxiety over writing academic papers. Journal of Language Teaching and Research, 5(6), 1219-1228.

Ionescu, I. D. (2014). An analysis of the role of first language in second language acquisition. Unpublished doctoral dissertation, San Diego State University.

Johnson, M. D. (2014). Does planning really help? Effectiveness of planning in L2 writing. Journal of Second Language Teaching and Research, 3(1), 107-118.

Kager, M. (2014). The bilingual imagination: Joyce, Beckett, Nabokov and the making of modern fiction. Unpublished doctoral dissertation, State University of New York, New Brunswick.

Karkafi, L. A. (2014). Negative language transfer: A study of essays by heritage and L2 students of Russian at the intermediate mid level of proficiency. Unpublished doctoral dissertation, University of California, Los Angeles.

Keck, C. (2014). Copying, paraphrasing, and academic writing development: A re-examination of L1 and L2 summarization practices. Journal of Second Language Writing, 25(5), 4-22.

Leonard, R. L. (2014). Multilingual writing as rhetorical attunement. College English, 76(3), 227-247.

Li, Y. (2014). Seeking entry to the North American market: Chinese management academics publishing internationally. Journal of English for Academic Purposes, 13, 41-52.

Lin, M. C., Cheng, Y. S., & Lin, S. H. (2014). Development of a research article writing motivation theory. TESOL Quarterly, 48(2), 389-400.

Martin, P., Rey-Rocha, J., Burges, S., & Moreno, A. I. (2014). Publishing research in English-language journals: Attitudes, strategies and difficulties of multilingual scholars of medicine. Journal of English for Academic Purposes, 16, 57-67.

McIntosh, K. R. (2014). ELT professionals publishing in international applied linguistics journals: The case of mainland China. Unpublished doctoral dissertation, Purdue University.

Min, H. T. (2014). Participating in international academic publishing: A Taiwan perspective. TESOL Quarterly, 48(1), 188-200.

Nakane, I., Thomson, C. K., & Tokumaru, S. (2014). Negotiation of power and solidarity in email: The case of students learning Japanese as a foreign language and their facilitators. Journal of Asian Pacific Communication, 24(1), 60-80.

Neumann, H., & McDonough, K. (2014). Exploring the relationships among student preferences, prewriting tasks, and text quality in an EAP context. Journal of English for Academic Purposes, 15, 14-26.

Nicolás-Conesa, F., Roca de Larios, J., & Coyle, Y. (2014). Development of EFL students’ mental models of writing and their effects on performance. Journal of Second Language Writing, 24, 1-19.

Pessoa, S., Miller, R. T., & Kaufer, D. (2014). Students’ challenges and development in the transition to academic writing at an English-medium university in Qatar. International Review of Applied Linguistics in Language Teaching, 52(2), 127-156.

Ronan, B. M. (2014). Moving across languages and other modes: Emergent bilinguals and their meaning making in and around an online space. Unpublished doctoral dissertation, Teachers College, Columbia University.

Ruan, Z. (2014). Metacognitive awareness of EFL student writers in a Chinese ELT context. Language Awareness, 23(1/2), 76-90.

Salager-Meyer, F. (2014). Writing and publishing in peripheral scholarly journals: How to enhance the global influence of multilingual scholars? Journal of English for Academic Purposes, 13, 78-82.

Seloni, L. (2014). “I’m an artist and a scholar who is trying to find a middle point”: A textographic analysis of a Columbian art historian’s thesis writing. Journal of Second Language Writing, 25, 79-99.

Shapiro, S. (2014). “Words that you said got bigger”: English language learners’ lived experiences of deficit discourse. Research in the Teaching of English, 48(4), 386-406.

Shvidko, E. (2014). L2 writing: Norms, expectations, or free agency. TESOL Journal, 5(4), 786-788.

Wong, J. W. (2014). What to write? Elementary bilingual students writing in a second language. Unpublished doctoral dissertation, University of California, Davis.

Wynne, C. (2014). Toward a theory of productivity problems in graduate student writing. Unpublished Doctoral dissertation, University of Texas, El Paso.

Yang, C., Hu, G., & Zhang, L. J. (2014). Reactivity of concurrent verbal reporting in second language writing. Journal of Second Language Writing, 24, 51-70.

Yang, H. C. (2014). Toward a model of strategies and summary writing performance. Language Assessment Quarterly, 11, 403-431.

Yang, L. (2014). Examining the mediational means in collaborative writing: Case studies of undergraduate ESL students in business course. Journal of Second Language Writing, 23, 74-89.

Yoon, C. (2014). Web-based concordance and other reference resources as a problem-solving tool for L2 writers: A mixed methods study of Korean ESL graduate students’ reference resource consultation. Unpublished doctoral dissertation, University of Toronto.

Zghyer, R. N. A. (2014). Arab students’ difficulties with English writing during their transition to the United States: An exploratory study. Unpublished doctoral dissertation, Southern Illinois University at Carbondale.

Assessment

Barkaoui, K. (2014). Examining the impact of L2 proficiency and keyboarding skills on scores on TOEFL-iBT writing tasks. Language Testing, 31(2), 241-259.

Chung, Y. (2014). A test of productive English grammatical ability in academic writing: Development and validation. Unpublished doctoral dissertation, Iowa State University.

Cotos, E. (2014). Genre-based automated writing evaluation for L2 research writing: From design to evaluation and enhancement. New York: Palgrave Macmillan.

Dikli, S., & Bleyle, S. (2014). Automated essay scoring feedback for second language writers: How does it compare to instructor feedback? Assessing Writing, 22, 1-17.

Gebril, A., & Plakans, L. (2014). Assembling validity evidence for assessing academic writing: Rater reactions to integrated tasks. Assessing Writing, 21, 56-73.

Granfeldt, J., & Agren, M. (2014). SLA development stages and teachers’ assessment of written French: Exploring Direkt Profil as a diagnostic assessment tool. Language Testing, 31(3), 285-305.

Hamp-Lyons, L. (2014). Writing assessment in global context. Research in the Teaching of English, 48(3), 1-18.

Huhta, A., Alanen, R., Tarnanen, M., Martin, M., & Hirvelä, T. (2014). Assessing learners’ writing skills in a SLA study: Validating the rating process across tasks, scales, and languages. Language Testing, 31(3), 307-328.

Jun, H. S. (2014). A validity argument for the use of scores from a web-search-permitted and web-source-based integrated writing test. Unpublished doctoral dissertation, Iowa State University.

Knoch, U., Rouhshad, A., & Storch, N. (2014). Does the writing of undergraduate ESL students develop after one year of study in an English-medium university? Assessing Writing, 21, 1-17.

Kuiken, F., & Vedder, I. (2014). Rating written performance: What do raters do and why? Language Testing, 31(3), 329-348.

Li, J. (2014). Examining genre effects on test takers’ summary writing performance. Assessing Writing, 22, 75-90.

Li, Z., Link, S., Ma, H., Yang, H., & Hegelheimer, V. (2014). The role of automated writing evaluation holistic scores in the ESL classroom. System, 44, 66-78.

Liu, F., & Stapleton, P. (2014). Counterargumentation and the cultivation of critical thinking in argumentative writing: Investigating washback from a high-stakes test. System, 45, 117-128.

Mak, P., & Lee, I. (2014). Implementing assessment for learning in L2 writing: An activity theory perspective. System, 47, 73-87.

Neumann, H. (2014). Teacher assessment of grammatical ability in second language writing: A case study. Journal of Second Language Writing, 24, 83-107.

Tetreault, J., Chodorow, M., & Madnani, N. (2014). Bucking the trend: Improved evaluation and annotation practices for ESL error detection systems. Language Resources and Evaluation, 48(1), 5-31.

Wang, D. X. (2014). Beyond CTT and IRT: Using an interactional measurement model to investing the decision making processs of EPT essay raters. Unpublished doctoral dissertation, University of Illinois at Urbana-Champaign.

Wurr, A. (2014, March). Review of placement practices for second language writers in college composition. SLW News.

Yang, W. (2014). Mapping the relationships among the cognitive complexity of independent writing tasks, L2 writing quality, and complexity, accuracy and fluency of L2 writing. Unpublished doctoral dissertation, Georgia State University.

Tony Silva is a Professor of English and Director of the Graduate Program in Second Language Studies/ESL in the Department of English at Purdue University.

Hyojung Keira Park is a PhD candidate in the Second Language Studies/ESL Program in the English Department at Purdue. Her research interests include sociolinguistics (particularly concerning language attitude), second language writing, and second language acquisition.

Cong Zhang is a PhD candidate in the Second Language Studies/ESL Program at Purdue University. Her research interests include second language writing, English teaching and research, language testing, and World Englishes.

Yue Chen is a second-year PhD student in the Second Language Studies/ESL Program at Purdue University, where she teaches first-year composition. Her research interests include EAP writing in China, directed self-placement in composition programs, and L2 writing pedagogies.