Language

Alonso, R. A., Alonso, M. A., & Marinas, L. T. (2012). Hedging: An exploratory study of pragmatic transfer in nonnative English readers’ rhetorical preferences. Iberica, 23, 47–64.

Bi, J., & Qin, X. (2012). Application of topic knowledge in graduate EFL academic writing in China. Chinese Journal of Applied Linguistics, 35(3), 365–380.

Cons, A. M. (2012). The use and misuse of academic words in writing: Analyzing the writing of secondary English learners and redesignated learners. TESOL Journal, 3, 610–638.

Crossley, S. A., & McNamara, D. S. (2012). Predicting second language writing proficiency: The roles of cohesion and linguistic sophistication. Journal of Research in Reading, 35(2), 115–135.

Dunlap, S. (2012). Orthographic quality in English as a second language. Unpublished dissertation. ProQuest document ID: 1223343736.

Erkaya, O. R. (2012). Vocabulary and L1 interference – Error analysis of Turkish students’ English essays. MEXTESOL Journal, 36(2), 1–11.

Giles, D. (2012). Student writers’ use of evaluative language in undergraduate ELT research reports in two Mexican BA programmes. MEXTESOL Journal, 36(2), 1–8.

He, L., & Shi, L. (2012). Topical knowledge and ESL writing. Language Testing, 29(3), 443–464.

Hirvela, A., Nussbaum, A., & Pierson, H. (2012). ESL students’ attitudes toward punctuation. System, 40(1), 11–23.

Huang, D. (2012). Application of cognitive approach in process writing to Non-English major students. In English writing in social-cultural contexts: Proceedings of the 7th International Conference on Teaching & Researching EFL Writing in China (pp. 242–253). Beijing, PRC: Foreign Language Teaching and Research Press.

Kooshafar, M., Youhanaee, M., & Amirian, Z. (2012). The effect of dictogloss technique on learners’ writing improvement in terms of writing coherent texts. Journal of Language Teaching and Research, 3(4), 716–721.

Li, B. (2012). Thinking link in EFL writing: An analysis of theme-rheme progression in Great Goal. Journal of EFL Writing Teaching and Research, 1(1), 50–57.

Li, T., & Wharton, S. (2012). Metadiscourse repertoire of L1 Mandarin undergraduates writing in English: A cross-contextual, cross-disciplinary study. Journal of English for Academic Purposes, 11(4), 345–356.

Liu, D. (2012). Features of the Chinese EFL learners’ thesis statements. Journal of EFL Writing Teaching and Research, 1(1), 65–70.

Macqueen, S. (2012). The emergence of patterns in second language writing: A sociocognitive exploration of lexical trails.New York: Peter Lang.

Plata Ramirez, J. M. (2012). Language switching: A qualitative clinical study of four second language learners’ composing processes. Unpublished dissertation. ProQuest document ID: 1030282978.

Pomerantz, A., & Kearney, E. (2012). Beyond ‘write-talk-revise-(repeat)’: Using narrative to understand one multilingual student’s interactions around writing. Journal of Second Language Writing, 21, 221–238.

Tang, J. (2012). An empirical study on the effectiveness of the lexical approach to improving writing in SLA. Journal of Language Teaching and Research, 3(3), 578–583.

Wang, T. (2012). An investigation of language problems in English compositions by English majors. In English writing in Social-cultural contexts: Proceedings of the 7th International Conference on Teaching & Researching EFL Writing in China (pp. 267–282). Beijing, PRC: Foreign Language Teaching and Research Press.

Wang, R., & Qi, F. (2012). Rhetorical structures employed in EFL expository writing by Chinese English majors at Shenzhen University. In English writing in social-cultural contexts: Proceedings of the 7th International Conference on Teaching & Researching EFL Writing in China (pp. 176–203). Beijing, PRC: Foreign Language Teaching and Research Press.

Yang, Y. (2012). Strategies used by Chinese students of English in constructing clause and rhetorical relations of text: A study based on a sentence reordering activity. Chinese Journal of Applied Linguistics, 35(3), 342–351.

Yang, W., & Sun, Y. (2012). The use of cohesive devices in argumentative writing by Chinese EFL learners at different proficiency levels. Linguistics and Education: An International Research Journal, 23(1), 31–48.

Yanguas, I., & Lado, B. (2012). Is thinking aloud reactive when writing in the heritage language? Foreign Language Annals, 45(3), 380–399.

Yasuda, S. (2012). The implementation of genre-based tasks in foreign language writing instruction: A longitudinal study of writers’ rhetorical awareness, writing quality and lexicogrammatical choices. Unpublished dissertation. ProQuest document ID: 1267151388.

Academic Writing Challenges: Strategies

Andrade, M. S., & Evans, N. W. (2012). Principles and practices for response in second language writing: Developing self-regulated learners. New York: Routledge.

Craig, J. L. (2012). Integrating writing strategies in EFL/ESL university contexts: A writing-across-the-curriculum approach. New York: Routledge.

Dobao, A. F. (2012). Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work. Journal of Second Language Writing, 21, 40–58.

Fahim, M., & Hashtroodi, P. (2012). The effect of critical thinking on developing argumentative essays by Iranian EFL university students. Journal of Language Teaching and Research, 3(4), 632–638.

Harwood, N., & Petric, B. (2012). Performance in the citing behavior of two student writers. Written Communication, 29(1), 55–103.

Hawes, T., & Thomas, S. (2012). Theme choice in EAP and media language. Journal of English for Academic Purposes, 11(3), 175–183.

Huang, S. (2012). The integration of “critical” and “literacy” education in the EFL curriculum: Expanding possibilities of critical writing. Language, Culture and Curriculum, 25(3), 283–298.

Jordan, J. (2012). Redesigning composition for multilingual realities. Urbana, IL: National Council of Teachers of English.

Kim, E. J. (2012). Providing a sounding board for second language writers. TESOL Journal, 3, 33–47.

Myskow, G., & Gordon, K. (2012). Getting interpersonal on a university entrance exam impromptu writing task. Journal of English for Academic Purposes, 11(2), 90–98.

Souza, E. R. (2012). The influence of writing prompt selection on ESL college students’ perceptions of task, teacher, and text. Unpublished dissertation. ProQuest document ID: 1197446184.

Tuan, L. T. (2012). Teaching writing through reading integration. Journal of Language Teaching and Research, 3(3), 489–499.

Yang, H. (2012). Modeling the relationships between test-taking strategies and test performance on a graph-writing task: Implications for EAP. English for Specific Purposes, 31(3), 174–187.

Yang, H., & Plakans, L. (2012). Second language writers’ strategy use and performance on an integrated reading-listening-writing task. TESOL Quarterly, 46, 80–103.

Zhang, C. (2012). Effect of instruction on English as a second language students’ discourse synthesis writing. Unpublished dissertation. ProQuest document ID: 1019988761.

Academic Writing Challenges: Creative Strategies

Friesen, H. L. (2012). Photography and writing: Alternative ways of learning for ESL students. TETYC, 40(1), 39–43.

Hanauer, D. I. (2012). Meaningful literacy: Writing poetry in the language classroom. Language Teaching, 45(1), 105–115.

Ismail, I. (2012). Use of visual representations and drawings in writing for Arabic high school English language learners. Unpublished dissertation. ProQuest document ID: 1010625216.

Academic Writing Challenges: Publication and Research Writing

Cargill, M., O’Connor, P., & Li, Y. (2012). Educating Chinese scientists to write for international journals: Addressing the divide between science and technology education and English language teaching. English for Specific Purposes, 31(1), 60–69.

Gao, L. (2012). Investigating ESL graduate students intercultural experiences of academic English writing: A first person narration of a streamlined qualitative study process. Qualitative Report, 17, 1–25.

Jaroongkhongdach, W., Todd, R. W., Keyuravong, S., & Hall, D. (2012). Differences in quality between Thai and international research articles in ELT. Journal of English for Academic Purposes, 11(3), 194–209.

Olsson, A., & Sheridan, V. (2012). A case study of Swedish scholars’ experiences with and perceptions of the use of English in academic publishing. Written Communication, 29(1), 33–54.

Patten, I., & Matarese, V. (2012). Supporting research writing: Roles and challenges in multilingual settings. Oxford: Chandos Publishing.

Roux, R. (2012). Academic literacy practices in applied linguistics: Hanging around the border of peripheral participation. MEXTESOL Journal, 36(2), 1–15.

Tang, R. (2012). Academic writing in a second or foreign language: Issues and challenges facing ESL/EFL academic writers in higher education contexts. London, UK: Bloomsbury Academic.

Wang, X., & Yang, L. (2012). Problems and strategies in learning to write a thesis proposal: A study of six M.A. students in a TEFL program. Chinese Journal of Applied Linguistics, 35(3), 324–341.

Academic Writing Challenges: Plagiarism and Textual borrowing

Bloch, J. (2012). Plagiarism, intellectual property and the teaching of L2 writing. Tonawanda, NY: Multilingual Matters.

Hu, G., & Lei, J. (2012). Investigating Chinese university students’ knowledge of and attitudes toward plagiarism from an integrated perspective. Language Learning, 62(3), 813–850.

Kostka, I. (2012). A case study of L2 writers’ evolving understandings of plagiarism.

Unpublished dissertation. ProQuest document ID: 1023104344.

Li, Y. (2012). “I have no time to find out where the sentences came from; I just rebuild them”: A biochemistry professor eliminating novices’ textual borrowing. Journal of Second Language Writing, 21, 59–70.

Li, Y., & Casanave, C. P. (2012). Two first-year students’ strategies for writing from sources: Patchwriting or plagiarism? Journal of Second Language Writing, 21, 165–180.

Pecorari, D., & Shaw, P. (2012). Types of student intertextuality and faculty attitudes. Journal of Second Language Writing, 21, 149–164.

Petric, B. (2012). Legitimate textual borrowing: Direct quotation in L2 student writing. Journal of Second Language Writing, 21, 102–117.

Plakans, L., & Gebril, A. (2012). A close investigation into source use in integrated second language writing tasks. Assessing Writing, 17, 18–34.

Polio, C., & Shi, L. (2012). Perceptions and beliefs about textual appropriation and source use in second language writing. Journal of Second Language Writing, 21, 95–101.

Shi, L. (2012). Rewriting and paraphrasing source texts in second language writing. Journal of Second Language Writing, 21, 134–148.

Stapleton, P. (2012). Gauging the effectiveness of anti-plagiarism software: An empirical study of second language graduate writers. Journal of English for Academic Purposes, 11, 125–133.

Academic Writing Challenges: Curriculum

Ewert, D. E. (2012). ESL curriculum revision: Shifting paradigms for success. Journal of Basic Writing, 30(1), 5–33.

Shapiro, S. (2012). Stuck in the remedial rut: Confronting resistance to ESL curriculum reform. Journal of Basic Writing, 30(2), 24–52.

Wu, Z. (2012). Curriculum development of the writing instruction for university English majors: A needs analysis study. Journal of EFL Writing Teaching and Research, 1(1), 34–43.

Pedagogy

Abbuhl, R. (2012). Using self-referential pronouns in writing: The effect of explicit instruction on L2 writers at two levels of proficiency. Language Teaching Research, 16(4), 501–518.

Chen, Y., & Su, S. (2012). A genre-based approach to teaching EFL summary writing. ELT Journal, 66(2), 184–192.

Harris, E. (2012). Portraits of writing instruction: Using systemic functional linguistics to inform teaching of bilingual and monolingual elementary students. Unpublished dissertation. ProQuest document ID: 1081897391.

Hashemnezhad, H., & Hashemnezhad, N. (2012). A comparative study of product, process, and post-process approaches in Iranian EFL students’ writing skill. Journal of Language Teaching and Research, 3(4), 722–729.

Kamimura, T. (2012). Teaching EFL composition in Japan. Tokyo: Senshudaigakushuppankyoku.

Kano, N. (2012). Translanguaging as a process and a pedagogical tool for Japanese students in an English writing course in New York. Unpublished dissertation. ProQuest document ID: 1024428749.

Larsen, L. J. E. (2012). Teacher and student perspectives on a blended learning intensive English program writing course. Unpublished dissertation. ProQuest document ID: 1022973352.

Lei, R. (2012). A case study of a Taiwanese teachers’ group exploring narrative pedagogy. Unpublished dissertation. ProQuest document ID: 1017547668.

Li, J. (2012). Process and postprocess in China’s educational context. Unpublished dissertation. ProQuest document ID: 1019991210.

Lukkarila, L. (2012). Theory to practice, practice to theory: Developing a critical and feminist pedagogy for an English as a second language academic writing classroom. Unpublished dissertation. ProQuest document ID: 1046647777.

Mo, H. (2012). A study of the teaching of ESL writing in colleges in China. International Journal of English Linguistics, 2(1), 118–127.

Pandey, A. (2012). Rethinking process-based writing approaches in the ESOL middle school classroom: Developing linguistic fluency via hybrid pedagogies. TESOL Journal, 3, 659–697.

Ray, B. (2012). Toward a translingual composition: Ancient rhetorics and language difference. Unpublished dissertation. ProQuest document ID: 1022501968.

Reis, D. S. (2012). “Being underdog”: Supporting nonnative English-speaking teachers (NNESTs) in claiming and asserting professional legitimacy. Journal on Excellence in College Teaching, 23(3), 33–58.

Sangani, H. R., & Stelma, J. (2012). Reflective practice in developing world contexts: A general review of literature and a specific consideration of an Iranian experience. Professional Development in Education, 38(1), 113–129.

Schall-Leckrone, L., & McQuillan, P. J. (2012). Preparing history teachers to work with English learners through a focus on the academic language of historical analysis. Journal of English for Academic Purposes, 11(3), 246–266.

Wang, J. (2012). A synthesis of the studies on L2 writing in the Chinese context. Journal of EFL Writing Teaching and Research, 1(1), 10–21.

Yang, L., & Gao, S. (2012). EFL writing teaching at the tertiary level: A case study of four EFL university teachers. Journal of EFL Writing Teaching and Research, 1(1), 44–49.

Zong, S., Zhu, X., & Liu, W. (2012). On “Length Approach” and its application in TCSL writing. Shijie Hanyu Jiaoxue/Chinese Teaching in the World, 26(2), 254–265.

L2 Writing Research

Belcher, D. (2012). Considering what we know and need to know about second language writing. Applied Linguistics Review, 3(1), 131–150.

Bhowmik, S. K. (2012). A sociocultural approach to the study of L2 writing: Activity system analyses of the writing processes of ESL learners. Unpublished dissertation. ProQuest document ID: 1009081774.

Casanave, C. P. (2012). Heading in the wrong direction? A response to Porte and Richards. Journal of Second Language Writing, 21, 296–297.

Cumming, A. (2012). Comparative research, research syntheses, and adopting instruments in second language writing. Journal of Second Language Writing, 21, 298–299.

Fraiberg, S., & You, X. (2012). A multimodal framework for studying L2 writing. Journal of EFL Writing Teaching and Research, 1(1), 22–33.

Grigorenko, E. L., Mambrino, E., & Preiss, D. D. (2012). Writing: A mosaic of new perspectives. New York: Psychology Press, Taylor & Francis Group.

Johnson, M. D., Mercado, L., & Acevedo, A. (2012). The effect of planning sub-processes on L2 writing fluency, grammatical complexity, and lexical complexity. Journal of Second Language Writing, 21, 264–282.

Manchon, R. M. (2012). L2 writing development: Multiple perspectives. Boston, MA: De Gruyter Mouton.

Matsuda, P. K. (2012). On the nature of second language writing: Replication in a postmodern field. Journal of Second Language Writing, 21, 300–302.

Polio, C. (2012). No paradigm wars please! Journal of Second Language Writing, 21, 294–295.

Porte, G., & Richards, K. (2012). Focus article: Replication in second language writing research. Journal of Second Language Writing, 21, 284–293.

Power, K. A. (2012). A social history of second language writing: First generation L2 composition scholars in the process era. Unpublished dissertation. ProQuest document ID: 1009735823.

Reichelt, M., Lefkowitz, N., Rinnert, C., & Schultz, J. M. (2012). Key issues in foreign language writing. Foreign Language Annals, 45(1), 22–41.

Sasaki, M. (2012). An alternative approach to replication studies in second language writing: An ecological perspective. Journal of Second Language Writing, 21, 303–305.

Wang, L. (2012). Current developments of L2 writing research in China and abroad and its application. Journal of EFL Writing Teaching and Research, 1(1), 1–9.

Yigitoglu, N., & Reichelt, M. (2012). Teaching Turkish and Turkish-language writing in the U.S.: A descriptive report. Journal of Second Language Writing, 21, 71–75.

Feedback: Written Corrective Feedback

Bitchener, J. (2012). Written corrective feedback for L2 development: Current knowledge and future research. TESOL Quarterly, 46, 855–860.

Brown, D. (2012). The written corrective feedback debate: Next steps for classroom teachers and practitioners. TESOL Quarterly, 46, 861–867.

Ferris, D. (2012). Written corrective feedback in second language acquisition and writing studies. Language Teaching, 45(4), 446–459.

McMartin-Miller, C. C. (2012). How much feedback is enough? Error treatment in second language writing. Unpublished dissertation. ProQuest document ID: 1238258881.

Norouzian, R., & Farahani, A. A. K. (2012). Written error feedback from perception to practice: A feedback on feedback. Journal of Language Teaching and Research, 3(1), 11–22.

Riazantseva, A. (2012). Outcome measure of L2 writing as a mediator of the effects of corrective feedback on students’ ability to write accurately. System, 40(4), 421–430.

Sampson, A. (2012). Coded and uncoded error feedback: Effects on error frequencies in adult Colombian EFL learners’ writing. System, 40(4), 494–504.

Suzuki, W. (2012). Written languaging, direct correction, and second language writing revision. Language Learning, 62(4), 1110–1133.

Van Beuningen, C. G., Jong, N. H. D., & Kuiken, F. (2012). Evidence on the effectiveness of comprehensive error correction in second language writing. Language Learning, 62(1), 1–41.

Wang, J., & Wu, J. (2012). Error feedback on students’ writings by Chinese tertiary teachers of English. Chinese Journal of Applied Linguistics, 35(3), 287–300.

Yu, S. (2012). Exploring the speech functions of written feedback: Static texts or dynamic discourses? Journal of EFL Writing Teaching and Research, 1(1), 71–77.

Feedback: Peer/Self-Feedback

Chang, C. (2012). Peer review via three modes in an EFL writing course. Computers and Composition, 29(1), 63–78.

Goldburg, M. E. (2012). ESL students’ perceptions of their English writing proficiency and the effects of peer review training among three types of students in a community college ESL composition course. Unpublished dissertation. ProQuest document ID: 1015033856.

Johnson, K. G. (2012). Peer and self review: A holistic examination of EFL learners’ writing and review process. Unpublished dissertation. ProQuest document ID: 1022037691.

Qian, M. (2012). When native and nonnative English learners are placed in one class: College students’ preferences for writing feedback from teachers and peers in cross-cultural settings. Unpublished dissertation. ProQuest document ID: 1022180533.

Su, J. (2012). Learners’ interactive feedback and cognitive engagement in English writing. In English writing in social-cultural contexts: Proceedings of the 7th International Conference on Teaching & Researching EFL Writing in China (pp. 283–299). Beijing, PRC: Foreign Language Teaching and Research Press.

Yang, L., & Chen, R. (2012). The effects of positive self-evaluation on senior high school students’ English writing performance and writing self-efficacy. Chinese Journal of Applied Linguistics, 35(3), 271–286.

Zhu, W., & Mitchell, D. A. (2012). Participation in peer response as activity: An examination of peer response stances from an activity theory perspective. TESOL Quarterly, 46, 362–386.

Populations: Children

Bae, J., & Lee, Y. (2012). Evaluating the development of children’s writing ability in an EFL context. Language Assessment Quarterly, 35(3), 348–374.

Brisk, M. E. (2012). Young bilingual writers’ control of grammatical person in different genres. Elementary School Journal, 112(3), 445–468.

Curcic, S., Wolbers, K. A., Juzwik, M. M., & Pu, J. (2012). Second language writing: Theorizing in instructional research P–12. TESOL Quarterly, 46, 820–831.

Gort, M. (2012). Code-switching patterns in the writing-related talk of young emergent bilinguals. Journal of Literacy Research, 44(1), 45–75.

Valdez, A. L. (2012). The impact on writing achievement of two bilingual education models for English language learners. Unpublished dissertation. ProQuest document ID: 1013836150.

Wei, M., & Zhou, Y. (2012). Effects of a language-minority family’s activities in early second language writing development. TESOL Journal, 3, 181–209.

You, X. (2012). Towards English writing research with Chinese characteristics. Chinese Journal of Applied Linguistics, 35(3), 263–270.

Zainal, A. (2012). Validation of an ESL writing test in a Malaysian secondary school context. Assessing Writing, 17(1), 1–17.

Populations: Adult Multilingual Writers

Gilliland, E. A. (2012). Talking about writing: Culturally and linguistically diverse adolescents’ socialization into academic literacy. Unpublished dissertation. ProQuest document ID: 1234551468.

Lorimer, R. (2012). Traveling literacies: Writing among languages and locations. Unpublished dissertation. ProQuest document ID: 1018547475.

Marshall, S., Hayashi, H., & Yeung, P. (2012). Negotiating the “Multi” in multilingualism and multiliteracies: Undergraduate students in Vancouver, Canada. Canadian Modern Language Review, 68(1), 28–53.

Miller-Cochran, S. (2012). Beyond “ESL writing”: Teaching cross-cultural composition at a community college. TETYC, 40(1), 20–30.

Sharma, G. (2012). Ideological tensions, pedagogical gaps: Multilingual engineering scholars’ response to language variation in academic writing. Unpublished dissertation. ProQuest document ID: 1266232636.

Tanova, N. (2012). An inquiry into language use in multilinguals’ writing: A study of third-language learners. Unpublished dissertation. ProQuest document ID: 1114541957.

Populations: Generation 1.5 Learners

Di Gennaro, K. (2012). The heterogeneous second-language population in US colleges and the impact on writing program design. TETYC, 40(1), 57–67.

Doolan, S. M., & Miller, D. (2012). Generation 1.5 written error patterns: A comparative study. Journal of Second Language Writing, 21, 1–22.

Hodara, M. (2012). Language minority students at community college: How do developmental education and English as a second language affect their educational outcomes? Unpublished dissertation. ProQuest document ID: 1014026879.

Riazantseva, A. (2012). “I ain’t changing anything”: A case-study of successful generation 1.5 immigrant college students’ writing. Journal of English for Academic Purposes, 11(3), 184–193.

Technology

Alqadoumi, O. M. (2012). Merging the forces of asynchronous tutoring and synchronous conferencing: A qualitative study of Arab ESL academic writers using E-tutoring. Unpublished dissertation. ProQuest document ID: 1011657793.

Alwi, N. A. N. M., Adams, R., & Newton, J. (2012). Writing to learn via text chat: Task implementation and focus on form. Journal of Second Language Writing, 21, 23–39.

Bauler, C.V. (2012). Examining online forum discussions as practices of digital literacy in college-level ESL writing. Unpublished dissertation. ProQuest document ID: 1237254908.

Chen, J. C., & Brown, K. L. (2012). The effects of authentic audience on English as a second language (ESL) writers: A task-based, computer-mediated approach. Computer Assisted Language Learning, 25(5), 435–454.

Cheng, H. Y. (2012). Applying Twitter to EFL reading and writing in a Taiwanese college setting. Unpublished dissertation. ProQuest document ID: 1095406880.

Ciftci, H., & Kocoglu, Z. (2012). Effects of peer e-feedback on Turkish EFL students’ writing performance. Journal of Educational Computing Research, 46(1), 61–84.

Diez-Bedmar, M. B., & Perez-Paredes, P. (2012). The types and effects of peer native speakers’ feedback on CMC. Language Learning and Technology, 16(1), 62–90.

Garratt, D. A. (2012). Students’ perceptions of the use of peer-to-peer ESL text chat: An introductory study. Unpublished dissertation. ProQuest document ID: 1081495164.

Kessler, G., Bikowski, D., & Boggs, J. (2012). Collaborative writing among second language learners in academic web-based projects. Language Learning and Technology, 16(1), 91–109.

Lomicka, L., & Lord, G. (2012). A tale of tweets: Analyzing microblogging among language learners. System, 40, 48–63.

Pellet, S. H. (2012). Wikis for building content knowledge in the foreign language classroom. CALICO Journal, 29(2), 269–296.

Ritchie, M., & Black, C. (2012). Public internet forums: Can they enhance argumentative writing skills of second language learners. Foreign Language Annals, 45(3), 349–361.

Sun, Y., & Chang, Y. (2012). Blogging to learn: Becoming EFL academic writers through collaborative dialogues. Language Learning and Technology, 16(1), 43–61.

Warhol, T., & Fields, K. R. (2012). Organizing blogs in an ESL/EFL class using the rule of thirds. TESOL Journal, 3, 735–744.

Yang, Y. (2012). Multimodal composing in digital storytelling. Computers and Composition, 29, 221–238.

Identity

Belcher, D. (2012). The role of writing in cultural identity and bilingual competence. In English writing in social-cultural contexts: Proceedings of the 7th International Conference on Teaching & Researching EFL Writing in China (pp. 24–46). Beijing, PRC: Foreign Language Teaching and Research Press.

Chang, P. (2012). Using a stance corpus to learn about effective authorial stance-taking: A textlinguistic approach. ReCALL, 24(2), 209–236.

Chen, H. (2012). Social networking, socialization, and second language writers: The development of new identities and literacies. Unpublished dissertation. ProQuest document ID: 1024435210.

Christiansen, M. S. (2012). Negotiating rules, agency, and authority: ESL students’ understanding of “good” academic writing. MEXTESOL Journal, 36(2), 1–12.

Deng, L. (2012). Academic identity construction in writing the discussion and conclusion section of L2 theses: Case studies of Chinese social science doctoral students. Chinese Journal of Applied Linguistics, 35(3), 301–323.

Gao, Q. (2012). Interpersonal functions of epistemic modality in academic English writing. Chinese Journal of Applied Linguistics, 35(3), 352–344.

Jwa, S. (2012). Modeling L2 writer voice: Discoursal positioning in fanfiction writing. Computers and Composition, 29(4), 323–340.

Tardy, C. M. (2012). Voice construction, assessment, and extra-textual identity. Research in the Teaching of English, 47(1), 94–99.

Tudor Sarver, W. A. (2012). “Doing school” right: How university students from diverse backgrounds construct their academic literacies and academic identities. Unpublished dissertation. ProQuest document ID: 1268190169

Vinogradova, P. (2012). Digital storytelling in ESL instruction: Identity negotiation through a pedagogy of multiliteracies. Unpublished dissertation. ProQuest document ID: 1081897637.

Wandermurem, L. S. (2012). Hispanic undergraduate students’ perspectives on academic language and self-representation in academic writing. MEXTESOL Journal, 36(2), 1–15.

Wharton, S. (2012). Epistemological and interpersonal stance in a data description task: Findings from a discipline-specific learner corpus. English for Specific Purposes, 31, 261–270.

Yeh, S. (2012). A qualitative study of mature Taiwanese writers’ development of voice and positioning in English. Unpublished dissertation. ProQuest document ID: 1038365858.

Culture

Abasi, A. R. (2012). The pedagogical value of intercultural rhetoric: A report from a Persian-as-a-foreign-language classroom. Journal of Second Language Writing, 21, 195–220.

Adel, A., & Erman, B. (2012). Recurrent word combinations in academic writing by native and non-native speakers of English: A lexical bundles approach. English for Specific Purposes, 31, 81–92.

Booker, B. (2012). Perceptions of female Hispanic ESL students toward first-year college writing courses: A phenomenological examination of cultural influences. Unpublished dissertation. ProQuest document ID: 1238258687.

Gao, L. (2012). Examining argumentative coherence in essays by undergraduate students of English as a foreign language in Mainland China and their English speaking peers in the United States. Unpublished dissertation. ProQuest document ID: 1030961005.

Quinn, J. M. (2012). Using contrastive rhetoric in the ESL classroom. Teaching English in the Two-Year College, 40(1), 31–38.

Uysal, H. H. (2012). Argumentation across L1 and L2 writing: Exploring cultural influences and transfer issues. Unpublished dissertation. ProQuest document ID: 1038112272.

Zhao, H., & Coombs, S. (2012). Intercultural teaching and learning strategies for global citizens: A Chinese EFL perspective. Teaching in Higher Education, 17(3), 245–255.

Assessment

Birjandi, P., & Hadidi Tamjid, N. (2012). The role of self-, peer and teacher assessment in promoting Iranian EFL learners’ writing performance. Assessment & Evaluation in Higher Education, 37(5), 513–533.

Huang, J. (2012). Using generalizability theory to examine the accuracy and validity of large-scale ESL writing assessment. Assessing Writing, 17(3), 123–139.

Isavi, E. (2012). The effect of dynamic assessment on Iranian L2 writing performance. ERIC document 530902.

Johnson, D., & VanBrackle, L. (2012). Linguistic discrimination in writing assessment: How raters react to African American “errors,” ESL errors, and standard English errors on a state-mandated writing exam. Assessing Writing, 17(1), 35–54.

Khodadady, E., & Khodabakhshzade, H. (2012). The effects of portfolio and self assessment on writing ability and autonomy. Journal of Language Teaching and Research, 3(3), 518–524.

Soltero-Gonzalez, L., Escamilla, K., & Hopewell, S. (2012). Changing teachers’ perceptions about the writing abilities of emerging bilingual students: Towards a holistic bilingual perspective on writing assessment. International Journal of Bilingual Education and Bilingualism, 15(1), 71–94.

Tillema, M., Bergh, H., Rijlaarsdam, G., & Sanders, T. (2012). Quantifying the quality difference between L1 and L2 essays: A rating procedure with bilingual raters and L1 and L2 benchmark essays. Language Testing, 30(1), 71–97.

Tsagari, D., & Csepes, I. (2012). Collaboration in language testing and assessment. Frankfurt: Peter Lang.

Verspoor, M., Schmid, M. S., & Xu, X. (2012). A dynamic usage based perspective on L2 writing. Journal of Second Language Writing, 21, 239–263.

Weigle, S. C. (2013). English language learners and automated scoring of essays: Critical considerations. Assessing Writing, 18(1), 85–99.

Weigle, S. C., & Parker, K. (2012). Source text borrowing in an integrated reading/writing assessment. Journal of Second Language Writing, 21, 118–133.

Corpus-Based Studies

Deng, L., Xiao, L., Xu, D., Chen, Q., & Liu, Q. (2012). Genre studies in the Chinese context: Implications for EFL writing teaching and research. Journal of EFL Writing Teaching and Research, 1(1), 58–64.

Lei, L. (2012). Linking adverbials in academic writing on applied linguistics by Chinese doctoral students. Journal of English for Academic Purposes, 11(3), 267–275.

Park, K. (2012). Learner-corpus interaction: A locus of microgenesis in corpus-assisted L2 writing. Applied Linguistics, 33(4), 361–385.

Salmani Nodoushan, M., & Montazeran, H. (2012). The book review genre: A structural move analysis. International Journal of Language Studies, 6(1), 1–30.

Tehrani, A. R., & Dastjerdi, H. V. (2012). The pedagogical impact of discourse markers in the lecture genre: EFL learners’ writings in focus. Journal of Language Teaching and Research, 3(3), 423–429.

Vyatkina, N. (2012). The development of second language writing complexity in groups and individuals: A longitudinal learner corpus. Modern Language Journal, 96(4), 576–598.