[NOTE: This article has not been copyedited due to its length.]

Introduction

Even in a relatively small field like second language writing (L2W), keeping up with the current literature can be difficult. Since 2010, the number of publications on second language writing has exceeded 200 per year, and 2015 was no exception. To address this situation, we provide an overview of scholarship on second language writing published in 2015.

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

Instruction

Instruction has always drawn a great deal of attention in the field of L2W, and it was the most frequently researched topic in second language writing in 2015. There were a total of 95 studies focusing on instruction in 2015, which we further divided into four sub-categories: pedagogical approaches, feedback, computer-assisted teaching, and genre-based instruction.

Pedagogical approaches. The first subcategory in instruction, pedagogical approaches, was the topic of 31 articles, including discussions on process approaches, task-based instruction, reading to write, collaborative writing, concept-based instruction, and focused instruction on language issues.

Process approaches refer to teaching philosophies in which writing instruction should focus on not only the final product, but also on the composing process. From the articles on process approaches, three major themes were identified. The first was teaching writing processes (Abdallah; Al-Jumaily; Lincoln & Idris; Zhou). Abdallah’s book aimed to introduce the essay writing process to Egyptian student teachers, while Zhou’s empirical study evaluated the influence of the process approach on non-English majors in China. Lincoln & Idris further compared the teaching of writing processes to first and second language writers and suggested differentiating feedback to both groups. Al-Jumaily introduced the process approach in an intensive course for English as a Second Language (ESL) learners with the help of a word processing program.

The second group of publications on process approaches looked at specific stages in writing, such as instructor modelling (Wette), scaffolding (Faraj), students’ pre-writing (Fei; Fraser; Nguyen), and the portfolio compiling process (Lam(a)). The last topic explored was writing strategies, including three articles (de Silva; de Silva & Graham; O’Brien) that emphasized the importance of teaching writing strategies to students. All three articles were on writing strategies in an English for academic purposes (EAP) context.

The second most researched pedagogical approach was task-based instruction, with six publications. Task-based instruction emphasizes the use of authentic language and meaningful real-life tasks in teaching students to write in English. Both task characteristics and specific tasks are discussed in this category. Biria & Karimi examined the pre-task planning of Iranian learners and found that such planning improved the fluency of students’ writing. Various influential factors in task-based approaches were identified, including task conditions (McDonough & Fuentes), writing prompts (He & Sun), and task complexity (Adams, Nik Mohd Alwi, & Newton). This category of publications also addressed specific tasks that can be used in writing instruction, such as oral history projects (Lavin, Petree, & Herrington; Sun).

The third most addressed pedagogical approach was reading to write. Articles on this topic explore the relationship between reading and writing instruction, and they suggest that students’ writing performance could be improved through integrated reading and writing instruction. The use of reading in writing instruction was the focus of five articles: three in English as a Foreign Language (EFL) settings (Buechel; Cho & Brutt-Griffler; Mermelstein) and two in ESL settings (Heeney; Ye). Buechel examined young learners’ writing performance in Swiss elementary schools, and Mermelstein’s study demonstrated that a one-year enhanced extensive reading course could help improve learners’ writing abilities significantly. Cho & Brutt-Griffler investigated how integrated reading and writing instruction impacted the reading comprehension and summary-writing abilities of Korean middle school students. Heeney, in her dissertation, presented a case study of reading-to-write strategy instruction in a Canadian university’s English for Academic Purposes writing course. Ye’s book provided an exploration of second language reading and writing in the college writing environment.

Collaboration can be an effective pedagogical method for second language writers, as it provides extra support from both instructors and other learners for their writing process. The fourth most represented pedagogical approach was collaborative writing, with two publications addressing it. One of the articles was about collaboration tools (Mirzaei & Eslami), and the other presented a specific writing workshop (Xu, T.). Topics taken up by similar numbers of publications were concept-based instruction (Fogal; Gene-Gil, Juan-Garau, & Salazar-Noguera) and focused instruction on language topics (AlHassan & Wood; Jing) with two publications on each.

Three other approaches were represented by one publication each. Leis, Tohei, & Cooke looked at the effects of flipped classrooms on English composition writing in an EFL environment, and Nguyen examined the effectiveness of a timed writing technique whereby students regularly wrote as much as they could in seven minutes three times a week for a period of ten weeks. Additionally, Hinkel published a book on curriculum design in L2W.

Feedback. The second most popular subtopic in the category of instruction was feedback, an essential part of learning and instruction, upon which 27 studies focused. Both teacher feedback and peer feedback were discussed in the publications, and three major themes were identified under this topic. The first one addressed students’ view of feedback (Best, Jones-Katz, Stolzenburg, & Williamson; Huang, W.). Best, Jones-Katz, Smolarek, Stolzenburg, and Williamson investigated how students in their program's advanced writing course viewed, responded to, and made meaning from the feedback they received. Other scholars (Capraro; Ho; Huffman; Kim, S.H.; Lee; Rowan; Wang, W) also examined various aspects of peer feedback.

In addition to understanding feedback from students’ perspectives, publications in this category also addressed teachers’ practices and beliefs in providing feedback. Two publications focused specifically on the use of models in providing teacher feedback (Canovas Guirao, Roca de Larios, & Coyle; Chang). In addition to modeling, several other feedback strategies were also present in the literature (Saeed; Shvidko(a); Shvidko(b); Unlu & Wharton).

Apart from the examination of feedback in general, a particular type of feedback, written corrective feedback, received significant attention in 2015. Eleven articles directly explored this type of feedback with topics including effects of WCF (Diab; Hartshorn & Evans(a); Kang & Han; Perez-Nunez), learner engagement in WCF (Han & Hyland), the comparison between direct and indirect WCF (Frear & Chiu), instructors’ strategies for providing WCF (Cunningham; Goins), and research directions for future WCF studies (Bitchener & Knoch; Ferris(b); Shao).

Computer-assisted instruction. Another subtopic within the category of instruction, which was also addressed by a considerable number of scholars, was computer-assisted instruction, with 16 publications. Two major issues were discussed: the evaluation of computer-assisted teaching (Abdallah & Mansour; Kibler; Lavolette, Polio, & Kahng; Leis, Cooke, & Tohei; Lin; Shafiee, Koosha, & Afghari; Tsai; Wu, Petit, & Chen) and the introduction of various technologies. Among the publications on specific technologies, articles on corpus-based studies (Chen, Huang, Chang, & Liou; Luo & Liao; Nurmukhamedov; Quinn) outnumbered publications on other technologies. Other technologies investigated included the use of Wikipedia (King), Google Drive (Slavkov), Blogging (Wu), and films (Murphy) in writing classrooms.

Genre-based approaches. The last category under the topic of instruction was research on genre-based approaches. In two articles on raising students’ genre awareness, Kawamitsu introduced a genre-specific approach to elementary and intermediate writing in Japanese-as-a-foreign-language, and Linares Cálix explored genre-based learning in Spanish speakers studying Teaching English as a Foreign Language (TEFL) in Honduras. The instruction of various genres was also discussed in the literature, including creative writing (Arshavskaya; Dai; Lim), narrative writing (Fraser), argumentative essays (Smirnova), descriptive essays (Carter), academic writing (Liu; Tribble), and song writing (Cullen).

Text

The topic of this section is second language written texts. There were 43 publications, including journal articles, unpublished dissertations, and monographs, that focused on this topic. The major categories include argumentation, complexity, lexical issues, bilingual and translingual features, error analysis, writer’s voice, and other textual features.

Argumentation. The first category, argumentation was addressed in six publications. Researchers investigated argument structures (Liu & Furneaux), the use of clausal embedding in argumentative texts (Maxwell-Reid), argument-counterargument structure (Rusfandi), the quality of argument (Stapleton & Wu), and the representation of stance in EFL learner’s argumentative writing (Maclntyre; Jiang).

Complexity. Complexity was the focus of eight journal articles. The major subcategories include syntactic complexity (Ortega; Lu & Ai; Vyatkina, Hirschmann, & Golcher), syntactic and lexical complexity (Mazgutova & Kormos), linguistic complexity and discourse-semantic function (Ryshina-Pankova), epistemic complexity (Wilcox, Yu, & Nachowitz), and the relationship between task/topic complexity and writing complexity (Yang, Lu, & Weigle; Frear & Bitchener).

Lexical issues. Lexical use in L2 written texts is another category that received scholarly attention. The publications in this category include studies on the comparisons of lexical features in EAP students’ writing (Lavallée & McDonough), discourse connectives in L1 and L2 writing (Hu & Li), specifications in the use of modifiers (Wei), deictic expressions in EFL Saudi students’ writing (Hamdan), and the use of demonstratives in Chinese EFL students’ writing (Zhang, J.). In addition, this category includes an edited book on lexical issues in L2 written texts in general (Doro, Pipalova, & Pietila).

Bilingual and translingual features. In the seven publications in this category, researchers mainly examined the textual features of bilingual literature (Wong; Waite; Őri), translingual sensibility in texts (Kellman & Stavans), memoir and auto-fiction of translingual writers (Wanner), code-switching (Derrick), and textual presentation of L1 transfer (He & Niao).

Error analysis. As an effective tool, error analysis is frequently used by L2 writing scholars and practitioners to improve L2 writers’ writing accuracy. Researchers analyzed errors in L2 written texts from varied perspectives: sources of error in the writing of Thai university students (Phuket & Othman), errors in disciplinary (medical sciences and chemistry) writing (Conway-Klaassen, Thompson, Eliason, Collins, Murie, & Spannaus-Martin; Katiya, Mtonjeni, & Sefalane-Nkohla), errors made by Arab EFL learners (Murad & Khalil), and the impact of text genre on error (Moqimipour & Shahrokhi).

Writer’s voice. In this category, three journal articles reported on research on writer’s voice in L2 written texts. Hafner investigated writer’s voice in digital multimodal composition; Hanauer explored how to measure voice in poetry written by L2 learners, and Que & Li looked at the voices of Post-80s Chinese students in their English written texts.

Other textual features. Other textual features is the last category on this topic, including publications that do not fit into any of the aforementioned categories. The textual features examined include grammatical resources in L2 students writing (de Oliveira), Hong Kong students’ use of genre (Maxwell-Reid & Coniam), ecological analysis of the written texts (Poole), South Korean students’ use of formulaic language (Schenck & Choi), Pakistani students’ use of meta-discourse (Asghar), measuring fluency in writing (Van Waes & Leijten), and linguistic features of impromptu test essays in general (Lichon; Weigle & Friginal).

Context

Context is another major topic of publications in 2015. The term context is used in a broad sense in this section to include institutional, educational, and cultural settings where L2 writing and instruction take place, venues where studies in L2 writing can be published, and theoretical contexts, mainly created by synthesis studies, where previous research was reviewed. Within this area, there are 45 publications, including journal articles, monographs, unpublished dissertations, and newsletter articles. The four major categories for this topic are theoretical context, publication context, institutional context, and cross-cultural context.

Theoretical context. Theoretical context is the largest category, with 20 publications. This category was further divided into four subcategories, namely critical reviews, theoretical re-examinations, disciplinary dialogues, and conference reports. The critical reviews included seven publications that provided theoretical and/or methodological reviews of cognitive task complexity (Tabari & Ivey), processes of writing (Valfredini(b)), writing complexity (Vyatkina), written corrective feedback (Wang & Jiang), EAP writing (Xu), theoretical and conceptual development in L2 writing (Maliborska), and translingual literature (Kellman & Lvovich).

The second subcategory under theoretical context is theoretical re-examination, which is the focus of three journal articles. Griffo argued for recontextualizing composition studies to respond to multilingual practices. Razumova re-examined cultural and linguistic belonging with regard to translingualism in contemporary literature. Finally, Nishino and Atkinson examined L2 writing as a sociocognitive process.

Disciplinary dialogue is another subcategory under theoretical context. Among the seven articles in this subcategory, six of them were from a disciplinary dialogue on plagiarism published by Journal of Second Language Writing. Researchers (Flowerdew; Hu; Petrić; Taylor; Weber-Wulff) responded to Diane Pecorari’s article “Plagiarism in second language writing: Is it time to close the case?” Another publication was an open letter from L2 writing researchers to writing studies editors and organization leaders aiming to clarify the relationship between L2 writing and translingual writing (Atkinson, Crusan, Matsuda, Ortmeier-Hooper, Ruecker, Simpson, & Tardy).

The last subcategory, conference reports, includes two articles and one newsletter report, as well as information about two conferences, namely the 2014 Symposium on Second Language Writing at Arizona State University (O’Meara & Snyder; O’Meara, Snyder, & Matsuda) and the 7^th International Conference on English Language Teaching at Nanjing University, China (Zhang, Yan, & Liu).

Publication context. The second category, publication context, consisted of two articles. The articles, authored by Hartshorn & Evans (b) and Ferris (a), were both about the newly established Journal of Response to Writing. The authors justified the need for and shared stories about the establishment of the new journal.

Institutional context. The third category, institutional context, was the subject of 11 publications. These publications investigated institutional issues in second language writing teaching and research, including L2 writing graduate studies (McIntosh, Pelaez-Morales, & Silva), ESL writers’ challenges and institutional support (Evans, Anderson, & Eggington), program and curriculum evaluation (Bruce & Hamp-Lyons; Al-Hammadi & Sidek), content teachers’ perception of students’ ability to communicate using English (Annous & Nicolas), writing centers and tutor training (Reichelt; Rafoth; Severino & Prim; Wang & Machado), secondary school practices in meeting Common Core State Standards (Olson, Scarcella, & Matuchniak), and effective instructional strategies for L2 writers in elementary schools (Cole & Feng).

Cross-cultural context. The final category is cross-cultural context, which includes 12 publications. The cross-cultural contexts examined included bilingual creative writing in EFL contexts (Sui; Bokamba), intercultural study of writing (instruction) in EFL contexts (Kim, H.; Vahidnia & Fatemi; Szanajda & Chang), multilingual classrooms (Matsumoto; Roberge, Losey, & Wald), cross-cultural exchange programs (Johnson), teaching writing in the global context (Webb; Butler), and cross-cultural tutoring environments (Eastlund; Kim, E.J.).

Readers

The fourth category, with a total number of twelve publications, focused on readers. Here we defined “reader” as focusing on the instructor or another reader of an L2 text. Out of the twelve publications in this category, three sub-categories emerged: teacher development, teacher beliefs, and teacher practices.

Teacher development. This subcategory had two publications emphasizing the role of teacher training, experience, and development in specific L2 writing contexts. Gerard, an ESL specialist, focused on the use of partnerships in improving ESL training at the university in which groups of TESOL students were paired with ELL students for a mutual learning experience, whereas Adjei focused on the use of subordination at a teachers’ College in Ghana.

Teacher beliefs. The two publications in this category addressed differences between teacher practices and teacher beliefs pertaining to novice teachers’ written feedback (Junquera & Payant) and disparities between theory and practice (Salteh & Sadeghi).

Teacher practices. Eight articles focused on teacher variation in the second language writing classroom. Davis & Morely reported on a study that explored the boundaries of acceptability for phrasal re-use. The remaining seven publications looked at book clubs as professional development for L2W instructors (Andrei, Ellerbe, & Cherner), cross-cultural curricular development using a process writing approach in Bhutan (Zangmo, Burke, O’Toole, & Sharp), computational feasibility in ESL instruction (Xue), teacher education and cognition in developing a conceptual understanding of parallelism (Worden), think-aloud protocols in revision and editing (Willey & Tanimoto), EFL instructors’ feedback practices in China (Wang, Z.), and EFL writing instructor cognition (Kim, J.Y).

Assessment

The fifth category, assessment, included a total of twenty-five publications representing six major sub-categories. These sub-categories included variables that influenced test performance and test results (seven publications), automated writing evaluation (AWE) (four publications), assessment for learning (AfL) (one publication), rating processes (six publications), feedback (five publications), and context (two publications).

Variables influencing test performance and test results. The seven publications in this area, broadly speaking, addressed analytic rubric development and reading-to-write tasks (Shin & Ewert), washback, plagiarism, and outside assistance in pre-sessional writing assessments (Westbrook & Holt), generalizability theory and the effects of genre on writing scores (Bouwer, Béguin, Sanders, & van den Bergh), predictability of EFL writing and Coh-Metrix (Aryadoust & Liu), self-assessment in EFL writing (Belachew, Getinet, & Gashaye), Chinese test-takers’ perceptions of rater impressions (Xie), and test and non-test processes and products (Khuder & Harword).

Automated writing evaluation (AWE). This category included four publications addressing AWE and formative feedback on causal discourse (Sarcicaoglu), the validity of AWE in diagnostic writing (Chapelle, Cotos, & Lee), the development and validation of AWE (Link), and AWE and feedback (Li, Link, & Hegelheimer).

Assessment for learning (AfL). The single publication here, authored by Huang, S. investigated the effects of goal setting for revision in the EFL writing classroom, suggesting that goal setting was potentially beneficial for learning in an AfL-oriented classroom but only when instruction and practice were repeated and scaffolds were concurrently provided.

Rating processes. In the fourth sub-category, rating processes, six publications addressed a wide range of considerations when investigating raters’ processing experiences, such as comparisons between holistic and analytic rating processes in China (Li & He), rubric construction (Janssen, Meier, & Trace), inter-rater reliability and rubrics (Winke & Lim), rating scale design, corpora, and validity (Banerjee, Yan, Chapman, & Elliot), rubric development for reading-into-writing (Chan, Inoue, & Taylor), and instructor perspectives and challenges when designing a data-driven rating scale for reading-to-write tasks (Ewert & Shin).

Feedback. The five publications in this category addressed the following areas: formative peer-assessment in EFL writing (Kuo), portfolio assessment and feedback on self-regulation (Lam(b)), the effect of cognitive diagnostic feedback (CDF) on secondary ESL students’ writing development (Wagner), corrective feedback and its effectiveness in L2 writing (Liu & Brown), and feedback comments for rating scale development in EAP (Jeffrey).

Context. In the sixth sub-category, context, two publications were identified. These spoke to concerns about assessment of academic writing in a pre-sessional EAP course (Seviour) and on designing an EFL writing proficiency assessment program at the postsecondary level (Bernhardt, Molitoris, Romeo, Lin, & Valderrama).

Writer

For our purposes, writer is defined as an L2 or multilingual writer using English as their second (possibly third or fourth) language. We focus on how they use and function in English for various purposes. This category includes a total of 56 publications divided into eight sub-categories: L2 writer population (four), multilingualism/bilingualism (nine), translingual writing (five), research publication practices (one), subprocesses, variables that affect composing, feedback, and context.

L2 writer population. The four publications in this category address the following topics: transitional Korean adolescents’ literacy practices (Pyo), negotiated identities of second-generation Vietnamese heritage speakers (Do), challenges faced by Arab students in writing (Rass), and ESL nonresident undergraduate students’ writing performance (Vaughn, Bergman, & Fass-Holmes).

There were nine publications about multilingualism, four of which focused on bilingualism. These articles included the following topics: multilingual students’ perceptions of their academic writing (Morton, Storch, & Thompson), the worlds and literacies of emergent bilingual students in a French-English curriculum (Morphis), the legacy of Eugene Joals as a multilingual poet (Kelbert), a neurolinguistic approach to Samuel Beckett’s bilingual writings (Kager), cognitive writing processes of bilingual users of Facebook (Riley), EFL writers’ written language use and polylanguaging (Ritzau), undergraduate students’ mediational tools when writing across languages (Valfredini(a)), voice construction through a dialogical pedagogy (Canagarajah), and the biliterate writing development of emerging bilingual students (Cano-Rodriguez).

Translingual writing. In the newest category in this section, including a total of five publications, the following topics were addressed: multimodality, translingualism, and rhetorical genre studies (Gonzales); ideological and emotional perspectives of Hebrew translingual writing (Tannenbaum); minority voices of translingual writers (Besemeres); literary translingualism and creativity (Kellman & Lvovich); and the materialist rhetorical lens, daily language, and translingualism (Jordan).

The single publication in the research publication practices category introduces a Romanian perspective on learning publication practices (Bardi). Bardi explored the range of factors that motivate Romanian researchers to publish in high-profile English-medium journals, the main linguistic and non-linguistic hurdles they have experienced, and the strategies they have developed with respect to managing the publication process and improving their ability to communicate research in English.

Writing subprocesses. The seven publications in this category emphasized the following: collaborative pre-writing discussion and L2 writing (Neumann & McDonough), EFL students’ understanding of genre awareness and meaning-making choices in summary writing (Yasuda), ESL students learning to write a synthesis paper (Zhao & Hirvela), writing processes of second language creative writers (Zhao), Malaysian vocabulary knowledge and summary writing practices (Ashrafzadeh & Nimehchisalem), EFL students’ blogging processes and experiences (Chen), and negotiation of written discourse conventions in EFL (Guthrie).

Variables that affected composing. As the largest writer sub-category, the 17 publications addressed a wide range of topics including: writing anxiety among Iranian students (Olanezhad), writing self-efficacy and writing performance among Malaysian students (Jalaluddin, Paramasivam, Husain, & Bakar), collaborative writing activities and writing proficiency among French learners (Bissoonauth-Bedford & Stace), EFL students’ self-regulation and process-oriented writing (Lam(c)), the causes of L2 learners’ self-efficacy and anxiety in writing (Kirmizi & Kirmizi), L2/FL writing for language learning via task complexity (Ruiz-Funes), the effect of alignment on L2 written production (Wang & Wang), first generation immigrant college students in mainstream composition (Yu), causes of L2 writing apprehension in Egyptian students (Abdel Latif), the role of gender in the emotional content of EFL written narratives (Ahmadi-Azad), student perspectives on writing apprehension (Al-Shboul & Huwari), collaborative inquiry as a form of graduate mentoring (Bommarito), the writing processes (fluency, errors, and revision) of L1 and FL writers (Breuer), corpus-based textual analysis of authorial presence markers in argumentative essays of Turkish and American students (Candarli, Bayyurt, & Marti), ESL students’ writing proficiency over three years (Knoch, Roushad, Oon & Storch), ethnographically informed study of graduate students’ negotiation of prior academic writing (Kaufhold), and student motives for participating in group peer-feedback in EFL writing (Yu & Lee).

Feedback. The five articles in this subcategory focused on the following topics: student perceptions of online feedback (Strobl), L2 learners’ interpretation and understanding of WCF (Simard, Guénette, & Bergeron), correlations between language analytical ability and the effects of written feedback (Shintani & Ellis), student differences in L2 learners’ retention of WCF (Rahimi), and EFL Arab learners’ peer-revision of writing on Facebook (Razak & Saeed).

Context. This subcategory accounted for nine publications, looking at the various places and spaces for second language writing: L2 writing of health professionals (Alexander), adolescent ELLs’ stance toward disciplinary writing (Wilcox & Jeffery), writing anxiety in Chinese EFL learners’ (Liu & Ni), college English writing in China (Ren & Wang), argumentative text construction by Japanese EFL writers (Rinnert, Kobayashi, & Katayama), international graduate students’ academic writing practices in Malaysia (Singh), the academic writing of international students (Maringe & Jenkins), written strategies in argumentative writing of Slovenian speakers learning German (Mlakar Gracner), and writing in English in China (Zhang).

Conclusion

We hope that providing an overview of the research conducted in the field of second language writing in 2015 will enable educators and scholars to remain informed about the current trends influencing the writing practices of instructors and students. As we see an increase in publications addressing a myriad of concerns in instruction, assessment, philosophies, theoretical frameworks, and research practices, we are aware of the expansion and inclusiveness of L2W as robust field of inquiry.

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Cánovas Guirao, J., Roca de Larios, J., & Coyle, Y. (2015). The use of models as written feedback technique with young EFL learners. System, 52, 63-77.

Capraro, F. (2015). Reflections on using peer review in a second language writing course. SLW News: The Newsletter of the Second Language Writing Interest Section. Retrieved from: http://newsmanager.commpartners.com/tesolslwis/issues/
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Carter, K. (2015). Teaching descriptive writing through visualization and the five senses. English Teaching Forum, 53(2), 37-40.

Chan, S., Inoue, C., & Taylor, L. (2015). Developing rubrics to assess the reading-into-writing skills: A case study. Assessing Writing, 26, 20-37.

Chang, C.Y. (2015). Teacher modeling on EFL reviewers’ audience-aware feedback and affectivity in L2 peer review. Assessing Writing, 25, 2-21.

Chapelle, C. A., Cotos, E., & Lee, J. (2015). Validity arguments for diagnostic assessment using automated writing evaluation. Language Testing, 32(3), 385-405.

Chen, M. H., Huang, S. T., Chang, J. S., & Liou, H. C. (2015). Developing a corpus-based paraphrase tool to improve EFL learners' writing skills.Computer Assisted Language Learning, 28(1), 22-40.

Chen, R.T. (2015). L2 blogging: Who thrives and who does not? Language Learning & Technology, 19(2), 177-196.

Cho, H., & Brutt-Griffler, J. (2015). Integrated reading and writing: A case of Korean English language learners. Reading in a Foreign Language, 27(2), 242.

Cole, J., & Feng, J. (2015). Effective Strategies for Improving Writing Skills of Elementary English Language Learners. Retrieved from http://files.eric.ed.gov/fulltext/ED556123.pdf

Conway-Klaassen, J., Thompson, J. M., Eliason, P., Collins, M. R., Murie, R., & Spannaus-Martin, D. (2015). Multilingual and Native English‐speaking Student Writers in Medical Laboratory Sciences (MLS): A Comparative Pilot Study. Journal of the Scholarship of Teaching and Learning, 15(4), 139-160.

Cullen, B. (2015). Exploring second language creativity: Understanding and helping L2 songwriters [Kindle DX version]. Retrieved from Amazon.com

Cunningham, M.A. (2015). Using audio screencast for feedback on short written essays. Unpublished doctoral dissertation. Southern Illinois University at Carbondale.

Dai, F. (2015). Teaching creative writing in English in the Chinese context. World Englishes, 34(2), 247-259.

Davis, M., & Morley, J. (2015). Phrasal intertextuality: The responses of academics from different disciplines to students’ re-use of phrases. Journal of Second Language Writing, 28, 20-35.

de Oliveira, L. C. (2015). A Systemic-Functional Analysis of English Language Learners’ Writing. DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, 31(1), 207-237.

De Silva, R. (2015). Writing strategy instruction: Its impact on writing in a second language for academic purposes. Language Teaching Research, 19(3), 301-323.

De Silva, R., & Graham, S. (2015). The effects of strategy instruction on writing strategy use for students of different proficiency levels. System, 53, 47-59.

Derrick, R. A. (2015). Code-switching, code-mixing and radical bilingualism in U.S. Latino texts. Unpublished doctoral dissertation. Wayne State University.

Diab, N. M. (2015). Effectiveness of written corrective feedback: Does type of error and type of correction matter? Assessing Writing, 24, 16-34.

Do, T.H. (2015). Negotiated identities of second-generation Vietnamese heritage speakers: Implications for the multilingual composition classroom. Unpublished doctoral dissertation. University of Arizona.

Doro, K., Pipalova, R., & Pietila, P. (2015). Lexical issues in L2 writing. Newcastle upon Tyne: Cambridge Scholars Publishing.

Eastlund, S.S. (2015). Translating code, not ramming down doors: A cultural-awareness pedagogical approach in an ESL-tutoring environment. Unpublished doctoral dissertation. Northern Illinois University.

Evans, N.W., Anderson, N.J., & Eggington, W. (2015). ESL readers and writers in higher education: Understanding challenges, providing support. New York, NY: Routledge.

Ewert, D., & Shin, S. Y. (2015). Examining instructors’ conceptualizations and challenges in designing a data-driven rating scale for a reading-to-write task. Assessing Writing, 26, 38-50.

Faraj, A. K. A. (2015). Scaffolding EFL students' writing through the writing process approach. Journal of Education and Practice, 6(13), 131-141.

Fei, F. (2015). Formulaic language use in the L2 Chinese: The role of pre-writing planning. Unpublished doctoral dissertation. Michigan State University.

Ferris, D. (2015a). A catalytic event for response research? Introducing our new journal: Editor’s introduction. Journal of Response to Writing, 1(1), 1-9.

Ferris, D. (2015b). Written corrective feedback in L2 writing: Connors and Lunsford (1988); Lunsford & Lunsford (2008); Lalande (1982). Language Teaching, 48(4), 531-544.

Flowerdew, J. (2015). Language re-use and the notion of culture: A response to Dian Pecorari’s “Plagiarism in second language writing: Is it time to close the case? Journal of Second Language Writing, 30, 109-110.

Fogal, G. G. (2015). Pedagogical stylistics and concept-based instruction: An investigation into the development of voice in the academic writing of Japanese university students of English. Unpublished doctoral dissertation. University of Toronto.

Fraser, M.A. (2015). Drawing as a pre-write strategy in narrative writing for elementary English language learners. Unpublished doctoral dissertation: Northcentral University.

Frear, D., & Chiu, Y. (2015). The effect of focused and unfocused indirect written corrective feedback on EFL learners’ accuracy in new pieces of writing. System, 53, 24-34.

Frear, M. W., & Bitchener, J. (2015). The effects of cognitive task complexity on writing complexity. Journal of Second Language Writing, 30, 45-57.

Gené-Gil, M., Juan-Garau, M., & Salazar-Noguera, J. (2015). Development of EFL writing over three years in secondary education: CLIL and non-CLIL settings. The Language Learning Journal, 43(3), 286-303.

Gerard, J. (2015). A match made in heaven: Improving ESL training at the university through learning partnerships. SLW News: The Newsletter of the Second Language Writing Interest Section. Retrieved from:http://newsmanager.commpartners.com/tesolslwis
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Goins, M. (2015). Written corrective feedback: Strategies for L2 writing instructors. SLW News: The Newsletter of the Second Language Writing Interest Section. Retrieved from: http://newsmanager.commpartners.com/tesolslwis/
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Gonzales, L. (2015). Multimodality, translingualism, and rhetorical genre studies. Composition Forum, 31, 302-321.

Griffo, R. (2015). Recontextualizing composition studies: Translingual practice, representation, and an enacted methodology. Unpublished doctoral dissertation. Indiana University of Pennsylvania.

Guthrie, B.A. (2015). Negotiated interaction in the learning of written discourse conventions. Unpublished Dissertation. Purdue University.

Hafner, C. A. (2015). Remix culture and English language teaching: The expression of learner voice in digital multimodal compositions. TESOL Quarterly, 49(3), 486-509.

Hamdan, M. (2015). Syntactic and semantic functions of deictic expressions in EFL Saudi students’ writing. Journal of Language Teaching and Research, 6(2), 280-285.

Han, Y., & Hyland, F. (2015). Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom. Journal of Second Language Writing, 30, 31-44.

Hanauer, D. I. (2015). Measuring voice in poetry written by second language learners. Written Communication, 32(1), 66-86.

Hartshorn, K. J., & Evans, N. W. (2015a). The effects of dynamic written corrective feedback: A 30-week study. Journal of Response to Writing, 1(2), 6-34.

Hartshorn, K.J., & Evans, N.W. (2015b). The journal of response to writing: A response to a professional need. Journal of Response to Writing, 1(1), 11-18.

He, L., & Sun, Y. (2015). Investigation of the effects of prompt characteristics of Chinese test-takers’ integrated writing performance. Foreign Language Teaching and Research, 47(2), 237-250.

He, X., & Niao, L. (2015). A probe into the negative writing transfer of Chinese college students. English Language Teaching, 8(10), 21.

Heeney, M. (2015). Cognitive modelling: A case study of reading-to-write strategy instruction and the development of second language writing expertise in a university English for academic purposes writing course. Unpublished doctoral dissertation. University of Toronto.

Hinkel, E. (2015). Effective curriculum for teaching L2 writing: Principles and techniques (ESL & applied linguistics professional series). New York: Routledge.

Ho, M. C. (2015). The effects of face-to-face and computer-mediated peer review on EFL writers' comments and revisions. Australasian Journal of Educational Technology, 31(1), 1-15.

Hu, G. (2015). Research on plagiarism in second language writing: Where to from here? Journal of Second Language Writing, 30, 100-102.

Hu, C., & Li, Y. (2015). Discourse connectives in L1 and L2 argumentative writing. Higher Education Studies, 5(4), 30-41.

Huang, S. C. (2015). Setting writing revision goals after assessment for learning. Language Assessment Quarterly, 12(4), 363-385.

Huang, W. (2015). The influence of learning styles on Chinese students’ attitudes towards peer feedback: Developing a survey tool for peer feedback training. Unpublished doctoral dissertation. Washington State University.

Huffman, M. (2015). Getting on the same page: The hermeneutics of peer feedback in composition classrooms. Unpublished doctoral dissertation. University of New Mexico.

Jalaluddin, I., Paramasivam, S., Husain, S., & Bakar, R. A. (2015). The consistency between writing self efficacy and writing performance. Journal of Language Teaching and Research, 6(3), 545-552.

Janssen, G., Meier, V., & Trace, J. (2015). Building a better rubric: Mixed methods rubric revision. Assessing Writing, 26, 51-66.

Jeffrey, R. (2015). Using feedback comments to develop a rating scale for a written coursework assessment. Journal of English for Academic Purposes, 18, 51-63.

Jiang, F. K. (2015). Nominal stance construction in L1 and L2 students' writing. Journal of English for Academic Purposes, 20, 90-102.

Jing, W. (2015). Theme and thematic progression in English writing teaching. Journal of Education and Practice, 6(21), 178-187.

Johnson, T. M. (2015). Explicit instruction of writing narrative essays: A multiple case study of Chinese students’ perceptions and performance. Unpublished doctoral dissertation. Northcentral University.

Jordan, J. (2015). Material translingual ecologies. College English, 77(4), 364-382.

Junqueira, L., & Payant, C. (2015). “I just want to do it right, but it's so hard”: A novice teacher's written feedback beliefs and practices. Journal of Second Language Writing, 27, 19-36.

Kager, M. (2015). Comment dire: A neurolinguistic approach to Beckett’s bilingual writings. L2 Journal, 7(1), 68-83.

Kang, E., & Han, Z. (2015). The efficacy of written corrective feedback in improving L2 written accuracy: A meta-analysis. The Modern Language Journal, 99(1), 1-18.

Katiya, M., Mtonjeni, T., & Sefalane-Nkohla, P. (2015). Making sense of errors made by analytical chemistry students in their writing. Journal of Language Teaching and Research, 6(3), 490-503.

Kaufhold, K. (2015). Conventions in postgraduate academic writing: European students' negotiations of prior writing experience at an English speaking university. Journal of English for Academic Purposes, 20, 125-134.

Kawamitsu, S. (2015). Introducing genre into Japanese-as-a-foreign-language: Toward a genre-specific approach to elementary/intermediate writing. L2 Journal, 7(4), 63-90.

Kelbert, E. (2015). Eugene Jolas: A poet of multilingualism. L2 Journal, 7(1), 49-67.

Kellman, S. G., & Lvovich, N. (2015). Selective bibliography of translingual literature. L2 Journal, 7(1), 152-166.

Kellman, S. G., & Stavans, I. (2015). The translingual sensibility: A conversation between Steven G. Kellman and Ilan Stavans. L2 Journal, 7(1), 6-17.

Khuder, B., & Harwood, N. (2014). L2 writing in test and non-test situations: Process and product. Journal of Writing Research, 6(3), 233-278.

Kibler, R. L. (2015). Using computer mediation, peer review, and a writing process in a Japanese second language writing class. Unpublished doctoral dissertation. Colorado State University.

Kim, E. J. (2015). “I don’t understand what you’re saying!”: Lessons from three ESL writing tutorials. Journal of Response to Writing, 1(1), 47-76.

Kim, H. (2015). An intercultural study of Korean high school students’ Korean and English argumentative essays. Unpublished doctoral dissertation. New York University.

Kim, J. Y. (2015). Korean university teacher cognition in EFL writing instruction. Unpublished doctoral dissertation. University of New Mexico.

Kim, S. H. (2015). Preparing English learners for effective peer review in the writers' workshop. The Reading Teacher, 68(8), 599-603.

King, B. W. (2015). Wikipedia writing as praxis: Computer-mediated socialization of second-language writers. Language Learning & Technology, 19(3), 106-123.

Kırmızı, Ö., & Kırmızı, G. D. (2015). An investigation of L2 learners’ writing self-efficacy, writing anxiety and its causes at higher education in Turkey. International Journal of Higher Education, 4(2), 57-66

Knoch, U., Rouhshad, A., Oon, S. P., & Storch, N. (2015). What happens to ESL students’ writing after three years of study at an English medium university? Journal of Second Language Writing, 28, 39-52.

Kuo, C. L. (2015). A quasi-experimental study of formative peer assessment in an EFL writing classroom. Unpublished doctoral dissertation. Newcastle University.

Lam, R. (2015a). Convergence and divergence of process and portfolio approaches to L2 writing instruction: Issues and implications. RELC Journal, 46(3), 293-308.

Lam, R. (2015b). Feedback about self-regulation: Does it remain an “unfinished business” in portfolio assessment of writing? TESOL Quarterly, 49(2), 402-413.

Lam, R. (2015c). Understanding EFL students' development of self‐regulated learning in a process oriented writing course. TESOL Journal, 6(3), 527-553.

Lavallée, M., & McDonough, K. (2015). Comparing the lexical features of EAP students’ essays by prompt and rating. TESL Canada Journal, 32(2), 30-44.

Lavin, C., Petree, R., & Herrington, S. (2015, October). Discovering personal histories: An oral history project. SLW News. Retrieved from http://newsmanager.commpartners.com/tesolslwis/
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Lavolette, E., Polio, C., & Kahng, J. (2015). The accuracy of computer-assisted feedback and students’ responses to it. Language, Learning & Technology, 19(2), 50-68.

Lee, M. K. (2015). Peer feedback in second language writing: Investigating junior secondary students' perspectives on inter-feedback and intra-feedback. System, 55, 1-10.

Leis, A., Cooke, S., & Tohei, A. (2015). The effects of flipped classrooms on English composition writing in an EFL environment. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 5(4), 37-51.

Li, H., & He, L. (2015). A comparison of EFL raters’ essay-rating processes across two types of rating scales. Language Assessment Quarterly, 12(2), 178-212.

Li, J., Link, S., & Hegelheimer, V. (2015). Rethinking the role of automated writing evaluation (AWE) feedback in ESL writing instruction. Journal of Second Language Writing, 27, 1-18.

Lichon, K. A. (2015). “If I write like a scientist then soy un cientifico”: Differentiated writing supports and the effects on fourth grade English proficient students’ and English language learners’ science content knowledge and explanatory writing about magnetism and electricity. Unpublished doctoral dissertation. Southern Methodist University.

Lim, S. G. (2015). Creative writing pedagogy for world Englishes students. World Englishes, 34(3), 336-354.

Lin, M. D. (2015). Collaborative writing in a computer-supported classroom: Mediation, and self assessed beliefs and attitudes about writing. Unpublished doctoral dissertation. University of Toronto.

Linares Cálix, A. L. (2015). Raising metacognitive genre awareness in L2 academic readers and writers. Unpublished doctoral dissertation. University of Groningen.

Lincoln, F., & Idris, A.B. (2015). Teaching the writing process as a first and second language revisited: Are they the same? Journal of International Education Research, 11(2), 119-124.

Link, S.M. (2015). Development and validation of an automated essay scoring engine to assess students’ development across program level. Unpublished doctoral dissertation. Iowa State University.

Liu, L. (2015). A study of graduate thesis writing course for English undergraduates. Journal of Language Teaching and Research, 6(4), 836-841.

Liu, M., & Ni, H. (2015). Chinese university EFL learners’ foreign language writing anxiety: Pattern, effect and causes. English Language Teaching, 8(3), 46-58.

Liu, Q., & Brown, D. (2015). Methodological synthesis of research on the effectiveness of corrective feedback in L2 writing. Journal of Second Language Writing, 30, 66-81.

Liu, X., & Furneaux, C. (2015). Argument structures in Chinese university students’ argumentative writing: A contrastive study. English Text Construction, 8(1), 65-87.

Lu, X., & Ai, H. (2015). Syntactic complexity in college-level English writing: Differences among writers with diverse L1 backgrounds. Journal of Second Language Writing, 29, 16-27.

Lvovich, N., & Kellman, S.G. (2015). Introduction to special issue: Literary translingualism: multilingual Identity and creativity. L2 Journal, 7(1), 3-5.

Luo, Q., & Liao, Y. (2015). Using corpora for error correction in EFL learners’ writing. Journal of Language Teaching and Research, 6(6), 1333-1342.

MacIntyre, R. (2015). Where do they stand: The representation of stance in EFL learner’s argumentative writing. Unpublished doctoral dissertation. University of Essex.

Maliborska, V. (2015). An investigation of theoretical and conceptual developments in the field of second language writing. Unpublished doctoral dissertation. Purdue University.

Maringe, F., & Jenkins, J. (2015). Stigma, tensions, and apprehension: The academic writing experience of international students. International Journal of Educational Management, 29(5), 609-626.

Matsumoto, Y. (2015). Multimodal communicative strategies for resolving miscommunication in multilingual writing classrooms. Unpublished Dissertation. The Pennsylvania State University.

Maxwell-Reid, C. (2015). The role of clausal embedding in the argumentative writing of adolescent learners of English. System, 49, 28-38.

Maxwell-Reid, C., & Coniam, D. (2015). Ideological and linguistic values in EFL examination scripts: The selection and execution of story genres. Assessing Writing, 23, 19-34.

Mazgutova, D., & Kormos, J. (2015). Syntactic and lexical development in an intensive English for academic purposes programme. Journal of Second Language Writing, 29, 3-15.

McDonough, K., & Fuentes, C. G. (2015). The effect of writing task and task conditions on Colombian EFL learners’ language use. TESL Canada Journal, 32(2), 67-79.

McIntosh, K., Pelaez-Morales, C., & Silva, T. (Eds.). (2015). Graduate studies in second language writing. West Lafayette, IN: Parlor Press.

Mermelstein, A. D. (2015). Improving EFL learners' writing through enhanced extensive reading. Reading in a Foreign Language, 27(2), 182-198.

Mirzaei, A., & Eslami, Z. R. (2015). ZPD-activated language and collaborative L2 writing. Educational Psychology, 35(1), 5-25.

Mlakar Gracner, D. (2015). The written strategies in the argumentative writing in Slovenian as a mother tongue and German as a foreign language: An empirical study. Unpublished doctoral dissertation. Univerza v Mariboru.

Moqimipour, K., & Shahrokhi, M. (2015). The impact of text genre on Iranian intermediate EFL students' writing errors: An error analysis perspective. International Education Studies, 8(3), 122-137.

Morphis, E. A. (2015). Becoming writers: Young emergent bilinguals' multiple worlds and literacies in a French-English curriculum. Unpublished doctoral dissertation. Teachers College, Columbia University.

Morton, J., Storch, N., & Thompson, C. (2015). What our students tell us: Perceptions of three multilingual students on their academic writing in first year. Journal of Second Language Writing, 30, 1-13.

Murad, T. M., & Khalil, M. H. (2015). Analysis of errors in English writings committed by Arab first year college students of EFL in Israel. Journal of Language Teaching and Research, 6(3), 475-481.

Murphy, T. (2015). The use of film in a first year college writing class for ESL students. Unpublished doctoral dissertation. University of Arizona

Neumann, H., & McDonough, K. (2015). Exploring student interaction during collaborative prewriting discussions and its relationship to L2 writing. Journal of Second Language Writing, 27, 84-104.

Nguyen, L. T. C. (2015). Written fluency improvement in a foreign language. TESOL Journal, 6(4), 707-730.

Nishino, T., & Atkinson, D. (2015). Second language writing as sociocognitive alignment. Journal of Second Language Writing, 27, 37-54.

Nurmukhamedov, U. (2015). An evaluation of collocation tools for second language writers. Unpublished doctoral dissertation. Northern Arizona University.

O'Brien, J. (2015). Consciousness-raising, error correction and proofreading. Journal of the Scholarship of Teaching and Learning, 15(3), 85-103.

Olanezhad, M. (2015). A comparative study of writing anxiety among Iranian university students majoring English translation, teaching and literature. English Language Teaching, 8(3), 59-70.

Olson, C. B., Scarcella, R. C., & Matuchniak, T. (2015). Helping English learners to write: Meeting common core standards, Grades 6-12. New York, NY: Teachers College Press.

O’Meara, K. D., & Snyder, S. E. (2015, March). The 2014 Symposium on Second Language Writing at Arizona State University. SLW News. Retrieved from http://newsmanager.commpartners.com/tesolslwis/
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O’Meara, K. D., Snyder, S. E., & Matsuda, P. K. (2015). Professionalizing the field of second language writing: The 13th Symposium on Second Language Writing (SSLW 2014). Journal of Second Language Writing, 28, 36-38.

Őri, J. (2015). Translingual paratopia and the universe of Katalin Molnar. L2 Journal, 7(1), 84-101.

Ortega, L. (2015). Syntactic complexity in L2 writing: Progress and expansion. Journal of Second Language Writing, 29, 82-94.

Pecorari, D. (2015). Plagiarism in second language writing: Is it time to close the case?. Journal of Second Language Writing, 30, 94-99.

Perez-Nunez, A. B. (2015). The effects of comprehensive written corrective feedback on the revision and acquisition of specific L2 forms. Unpublished doctoral dissertation. University of Illinois, Urbana Champaign.

Petrić, B. (2015). What next for research on plagiarism? Counting the dialogue. Journal of Second Language Writing, 30, 107-108.

Phuket, P. R. A., & Othman, N. B. (2015). Understanding EFL student’ errors in writing. Journal of Education and Practice, 6(32), 99-106.

Poole, R. (2015). A corpus approach to ecological discourse analysis and L2 writing pedagogy. Unpublished doctoral dissertation. The University of Arizona.

Pyo, J. (2015). Different literacies in different contexts of use: Case studies of transitional Korean adolescents’ literacy practices. Unpublished doctoral dissertation. The Ohio State University.

Que, H., & Li, X. (2015). Voices of Chinese post-80s students in English academic writing. TESL-EJ, 19(3), 1-15.

Quinn, C. (2015). Training L2 writers to reference corpora as a self-correction tool. ELT Journal, 69(2), 165-177.

Rafoth, B. (2015). Multilingual writers and writing centers. Logan, UT: Utah State University Press.

Rahimi, M. (2015). The role of individual differences in L2 learners’ retention of written corrective feedback. Journal of Response to Writing, 1(1), 19-48.

Rass, R. A. (2015). Challenges face Arab students in writing well-developed paragraphs in English. English Language Teaching, 8(10), 49-59.

Razak, N. A., & Saeed, M. A. (2015). EFL Arab learners’ peer revision of writing in a Facebook group: Contributions to written texts and sense of online community. English Language Teaching, 8(12), 11-26.

Razumova, L. (2015). New homes for translinguals: Re-examining cultural and linguistic belonging in contemporary literature. L2 Journal, 7(1), 134-140.

Reichelt, M. (March 2015). Using tutor-written scenarios for tutor training. SLW News. Retrieved from http://newsmanager.commpartners.com/tesolslwis/
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Ren, J., & Wang, N. (2015). A Survey on college English writing in China: A cultural perspective. English Language Teaching, 8(1), 21-30.

Riley, J. (2015). Bilingual Facebook users’ cognitive writing processes. Canadian Journal of Learning & Technology, 41(1), 1-17.

Rinnert, C., Kobayashi, H., & Katayama, A. (2015). Argumentation text construction by Japanese as a foreign language writers: A dynamic view of transfer. The Modern Language Journal, 99(2), 213-245.

Ritzau, U. (2015). Learner language and polylanguaging: How language students’ ideologies relate to their written language use. International Journal of Bilingual Education and Bilingualism, 18(6), 660-675.

Roberge, M., Losey, K. M., & Wald, M. (2015). Teaching U.S.-educated multilingual writers: Pedagogical practices from and for the classroom. Ann Arbor, MI: University of Michigan Press.

Rowan, P. A. (2015). Flipping assessment: Formative peer feedback activities in second language English writing using Web 2.0 applications. Unpublished dissertation. Nova Southeastern University.

Ruiz-Funes, M. (2015). Exploring the potential of second/foreign language writing for language learning: The effects of task factors and learner variables. Journal of Second Language Writing, 28, 1-19.

Rusfandi. (2015). Argument-counterargument structure in Indonesian EFL learners’ English argumentative essays: A dialogic concept of writing. RELC Journal, 46(2), 181-197.

Ryshina-Pankova, M. (2015). A meaning-based approach to the study of complexity in L2 writing: The case of grammatical metaphor. Journal of Second Language Writing, 29, 51-63.

Saeed, A. (2015). Effectiveness for error treatment methods for L2 writing. Saarbrücken, Germany: Lambert Academic Publishing.

Salteh, M.A., & Sadeghi, K. (2015). What writing teachers say and what they actually do: The mismatch between theory and practice. Journal of Language Teaching and Research, 6(4), 803-810.

Saricaoglu, A. (2015). A systemic functional perspective on automated writing evaluation: Formative feedback on causal discourse. Unpublished doctoral dissertation. Iowa State University.

Schenck, A. D., & Choi, W. (2015). Improving EFL writing through study of semantic concepts in formulaic language. English Language Teaching, 8(1), 142-154.

Severino, C., & Prim, S. N. (2015). Word choice errors in Chinese students’ English writing and how online writing center tutors respond to them. The Writing Center Journal, 34(2), 115-143.

Seviour, M. (2015). Assessing academic writing on a pre-sessional EAP course: Designing assessment which supports learning. Journal of English for Academic Purposes, 18, 84-89.

Shafiee, S., Koosha, M., & Afghari, A. (2015). CALL, prewriting strategies, and EFL writing quantity. English Language Teaching, 8(2), 170-177.

Shao, X. (2015). On written corrective feedback in L2 writing. English Language Teaching, 8(3), 155-168.

Shin, S. Y., & Ewert, D. (2014). What accounts for integrated reading-to-write task scores? Language Testing, 32(2), 259-281.

Shintani, N., & Ellis, R. (2015). Does language analytical ability mediate the effect of written feedback on grammatical accuracy in second language writing? System, 49, 110-119.

Shvidko, E. (2015a). Beyond “giver-receiver” relationships: Facilitating an interactive revision process. Journal of Response to Writing, 1(2), 55-74.

Shvidko, E. (March, 2015b). Response to student writing in L2 writing teacher preparation. SLW News. Retrieved from http://newsmanager.commpartners.com/tesolslwis/
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Simard, D., Guénette, D., & Bergeron, A. (2015). L2 learners’ interpretation and understanding of corrective feedback: Insights from their metalinguistic reflections. Language Awareness, 24(3), 233-254.

Singh, M. K. M. (2015). International graduate students’ academic writing practices in Malaysia: Challenges and solutions. Journal of International Students, 5(1), 12-22.

Slavkov, N. (2015). Sociocultural theory, the L2 writing process, and Google Drive: Strange bedfellows? TESL Canada Journal, 32(2), 80-94.

Smirnova, N. V. (2015). Writing-to-learn instruction in L1 and L2 as a platform for historical reasoning. Journal of Writing Research, 7(1), 65-93.

Stapleton, P., & Wu, Y. A. (2015). Assessing the quality of arguments in students’ persuasive writing: A case study analyzing the relationship between surface structure and substance. Journal of English for Academic Purposes, 17, 12-23.

Strobl, C. (2015). Attitudes towards online feedback on writing: why students mistrust the learning potential of models. ReCALL, 27(3), 340-357.

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Tony Silva is a Professor of English and the Director of the Graduate Program in Second Language Studies at Purdue University. His academic interests include all facets of second language writing.

Yue Chen is a PhD candidate in Second Language Studies/ESL at Purdue University. Her research focuses on the development of second language writing in China, second language pedagogies, and writing program administration.

Ashley Velázquez is a doctoral student at Purdue University. Her areas of research interest include digital technology and collaboration in L2W classrooms and the racialized identities of L2W instructors.

Kai Yang is a PhD student in the Second Language Studies Program at Purdue University, where he also teaches first-year composition. His research interests include the writing processes of L2 learners, L2 writing instruction, and second language pedagogies.