*Please note: Due to the length of the following article, it has not been copyedited by TESOL. A downloadable version of this list is available in the Library section of the SLWIS Community Page.

Feedback

Andrade, M. S. & Evans, N. W. (2013). Principles and practices for response in second language writing. New York, NY: Routledge.

Bitchener, J. (2012). A reflection on ‘the language learning potential’of written CF. Journal of Second Language Writing, 21(4), 348-363.

Busse, V. (2013). How do students of German perceive feedback practices at university? A motivational exploration. Journal of Second Language Writing, 22(4), 406-424 

Case, R. E., Williams, G. M., & Xu, W. (2013). Instructors' feedback among generation 1.5 students, international students, and basic writers. Journal on Excellence in College Teaching, 24(1), 85-103.

Chan, W.-m. (2013). Combining electronic commenting and face-to-face interaction in peer review: A case study of ESL writing classrooms in Hong Kong. Unpublished dissertation.

Che, J. (2013). How peer social worlds shaped the out-of-class learning experiences of college ESOL students: Examining the impacts of informal peer learning upon their writing and related psychosocial development. Unpublished dissertation.

Cote, R. A. (2013). The role of student attitude towards peer review in anonymous electronic peer review in an EFL writing classroom. Unpublished dissertation.

Eckstein, G. (2013). Implementing and evaluating a writing conference program for international L2 writers across language proficiency levels. Journal of Second Language Writing, 22(3), 231-239.

Elashri, I. I. E. A. F. (2013). The impact of the direct teacher feedback strategy on the EFL secondary stage students' writing performance. ERIC Online Submission.

Erlam, R., Ellis, R., & Batstone, R. (2013). Oral corrective feedback on L2 writing: Two approaches compared. System, 41(2), 257-268.

Ferris, D. R., Liu, H., Sinha, A., & Senna, M. (2013). Written corrective feedback for individual L2 writers. Journal of Second Language Writing, 22(3), 307-329.

Guénette, D., & Lyster, R. (2013). Written corrective feedback and its challenges for pre-service ESL teachers. Canadian Modern Language Review/La Revue canadienne des langues vivantes, 69(2), 129-153.

Hanaoka, O., & Izumi, S. (2012). Noticing and uptake: Addressing pre-articulated covert problems in L2 writing. Journal of Second Language Writing, 21(4), 332-347.

Hussein, M. A. H. (2013). The effectiveness of writing conferences and peer response groups strategies on the EFL secondary students' writing performance and their self efficacy (A comparative study). ERIC Online Submission.

Hyland, K. (2013). Faculty feedback: Perceptions and practices in L2 disciplinary writing. Journal of Second Language Writing, 22(3), 240-253.

Lee, C., Cheung, W. K. W., Wong, K. C. K., & Lee, F. S. L. (2013). Immediate web-based essay critiquing system feedback and teacher follow-up feedback on young second language learners' writings: an experimental study in a Hong Kong secondary school. Computer Assisted Language Learning, 26(1), 39-60.

Lázaro Ibarrola, A. (2013). Reformulation and self-correction: Insights into correction strategies for EFL writing in a school context.Vigo International Journal of Applied Linguistics(10), 29-49.

Mawlawi Diab, N. (2013). A comparison of peer- versus self-feedback on L2 writing skills. Saarbrücken: Scholar’s Press.

Min, H.-T. (2013). A case study of an EFL writing teacher's belief and practice about written feedback. System, 41(3), 625-638.

Mull, J. & Conrad, S. (2013). Student use of concordancers for Grammar error correction. The ORTESOL Journal, 30, 5-14.

Polio, C. (2012). The relevance of second language acquisition theory to the written error correction debate. Journal of Second Language Writing, 21(4), 375-389.

Rahimi, M. (2013). Is training student reviewers worth its while? A study of how training influences the quality of students’ feedback and writing. Language Teaching Research, 17(1), 67-89.

Shintani, N., & Ellis, R. (2013). The comparative effect of direct written corrective feedback and metalinguistic explanation on learners’ explicit and implicit knowledge of the English indefinite article. Journal of Second Language Writing, 22(3), 286-306.

Sun, S. (2013). Written corrective feedback: Effects of focused and unfocused grammar

correction on the case acquisition in L2 German. Unpublished dissertation.

Wen, Y. (2013). Teacher written feedback on L2 student writings. Journal of Language Teaching & Research, 4(2), 427-431.

Wigglesworth, G., & Storch, N. (2012). What role for collaboration in writing and writing feedback. Journal of Second Language Writing, 21(4), 364-374.

Woo, M. M., Chu, S. K. W., & Li, X. (2013). Peer-feedback and revision process in a wiki

mediated collaborative writing. Educational Technology Research and Development,

61(2), 279-309.

Zarei, A. A. & Rahnama, M. (2013). Corrective feedback: In L2 grammatical and lexical writing

accuracy. Saarbrücken: LAP LAMBERT Academic Publishing.

Language

Akbar Khansir, A., & Shahhoseiny, H. (2013). The study of written errors of EFL pre-university learners. Journal of Language Teaching & Research, 4(6), 1253-1258.

Chalak, A., & Norouzi, Z. (2013). Rhetorical moves and verb tense in abstracts: A comparative analysis of American and Iranian academic writing. International Journal of Language Studies, 7(4), 101-110.

DePalma, M.-J., & Ringer, J. M. (2013). Adaptive transfer, genre knowledge, and implications for research and pedagogy: A response. Journal of Second Language Writing, 22(4), 465-470.

Elahi, M., & Badeleh, M. T. (2013). A contrastive study on transitional markers in English language teaching research articles written by English and Persian academic writers. Journal of Language Teaching & Research, 4(4), 839-844.

Elola, I., & Mikulski, A. (2013). Revisions in real time: Spanish heritage language learners' writing processes in English and Spanish. Foreign Language Annals, 46(4), 646-660.

Gebril, A., & Plakans, L. (2013). Toward a transparent construct of reading-to-write tasks: The interface between discourse features and proficiency. Language Assessment Quarterly, 10(1), 9-27.

Grabe, W., & Zhang, C. (2013). Reading and writing together: A critical component of English for academic purposes teaching and learning. TESOL Journal, 4(1), 9-24.

Grujicic-Alatriste, L. (2013). A response to depalma and Ringer's article “Toward a theory of adaptive transfer: Expanding disciplinary discussions of ‘transfer’in second-language writing and composition studies”. Journal of Second Language Writing, 22(4), 460-464.

Guo, L., Crossley, S. A., & Mcnamara, D. S. (2013). Predicting human judgments of essay quality in both integrated and independent second language writing samples: A comparison study. Assessing Writing, 18(3), 218-238.

Kim, H.-J. (2013). Effets des apprentissages de la langue écrite effectués par la typologie textuelle dans l’apprentissage multilingue (le coréen, l’anglais et le français) chez l’apprenant coréen. Unpublished dissertation.

Kim, S. H. (2013). Metacognitive knowledge in second language writing. Unpublished dissertation.

Liardét, C. L. (2013). An exploration of Chinese EFL learner's deployment of grammatical metaphor: Learning to make academically valued meanings. Journal of Second Language Writing, 22(2), 161-178.

Ma, Q. (2013). Matching vocabulary learning process with learning outcome in L2 academic writing: An exploratory case study. Linguistics and Education, 24(2), 237-246.

Mei, W. S. (2013). Certainty judgements and the status of propositions in undergraduate essays. RELC Journal, 44(3), 279-302.

Meier, D. R. (2013). Integrating content and mechanics in new language learners' writing in the

primary classroom. Young Children, 68(1), 16-21.

Nesbitt Perez, S. L. (2013). Use of subordination in English second language texts. Unpublished dissertation.

Parkinson, J. (2013). Adopting academic values: Student use of that-complement clauses in academic writing. System, 41(2), 428-442.

Pierce, T. (2013). Diverse college writers and the conversation on error and standardization across the curriculum. Unpublished dissertation.

Ryshina-Pankova, M., & Byrnes, H. (2013). Writing as learning to know: Tracing knowledge construction in L2 German compositions. Journal of Second Language Writing, 22(2), 179-197.

Sadeghi, K., & Dilmaghani, S. K. (2013). The relationship between lexical diversity and genre in Iranian EFL learners' writings. Journal of Language Teaching & Research, 4(2), 328-334.

Sebba, M. (2013). Multilingualism in written discourse: An approach to the analysis of multilingual texts. International Journal of Bilingualism, 17(1), 97-118.

Staples, S., Egbert, J., Biber, D., & mcclair, A. (2013). Formulaic sequences and EAP writing development: Lexical bundles in the TOEFL iBT writing section. Journal of English for Academic Purposes, 12(3), 214-225.

Sun, F. (2013). Negative transfer of Chinese sentence patterns on students' English writing. Journal of Language Teaching & Research, 4(6), 1298-1302.

Taguchi, N., Crawford, W., & Wetzel, D. Z. (2013). What linguistic features are indicative of writing quality? A case of argumentative essays in a college composition program. TESOL Quarterly, 47(2), 420-430.

Thewissen, J. (2013). Capturing L2 accuracy developmental patterns: Insights from an error-tagged EFL learner corpus. The Modern Language Journal, 97(S1), 1-25.

Yang, C. (2013). Textual conjunctives and topic-fronting devices in CFL Learners' written summaries. Journal of the Chinese Language Teachers Association, 48(1), 71-89.

Ye, W. (2013). Achieving coherence in persuasive discourse: A study of Chinese ESL

undergraduates in the United States. Unpublished dissertation.

Strategies

Abbasian, G. R., & Mohammadi, M. (2013). The effectiveness of dictogloss in developing general writing skill of Iranian intermediate EFL learners. Journal of Language Teaching & Research, 4(6).

Abednia, A., Hovassapian, A., Teimournezhad, S., & Ghanbari, N. (2013). Reflective journal writing: Exploring in-service EFL teachers' perceptions. System, 41(3), 503-514.

Adoniou, M. (2013). Drawing to support writing development in English language learners. Language and Education, 27(3), 261-277.

Aminloo, M. S. (2013). The effect of collaborative writing on EFL learners’ writing ability at elementary level. Journal of Language Teaching & Research, 4(4).

Broer, K. (2013). Collaboration model for ESL and content teachers. ERIC Online Submission.

Chandrasegaran, A. (2013). The effect of a socio-cognitive approach to teaching writing on stance support moves and topicality in students’ expository essays. Linguistics and Education, 24(2), 101-111.

Cowan, K., & Sandefur, S. (2013). Building on the linguistic and cultural strengths of EL students. Voices from the Middle, 20(4), 22-27.

Denne-Bolton, S. (2013). The dialog journal: A tool for building better writers. English Teach Forum, 51, 2-11.

Geist, M. (2013). Noticing in L2 writing. Unpublished dissertation.

Gorbani, M.R., Gangeraj, A.A., &Alavi, S.Z. (2013). Reciprocal teaching of comprehension strategies improves EFL learners’ writing ability. Current Issues in Education, 16(1), 1-12.

Haghverdi, H. R., Biria, R., & Khalaji, H. R. (2013). The impact of task-planning and gender on the accuracy of narrations composed by Iranian EFL learners. Journal of Language Teaching & Research, 4(1), 74-83.

Kang, Y. S., & Pyun, D. O. (2013). Mediation strategies in L2 writing processes: a case study of two Korean language learners. Language, Culture and Curriculum, 26(1), 52-67.

Laman, T. T. (2013). From ideas to words: writing strategies for English language learners. Portsmouth, NH : Heinemann.

Lin, Z. (2013). Capitalising on learner agency and group work in learning writing in English as a Foreign Language, TESOL Journal, 4(4), 633-654.

Lindgren, E., & Stevenson, M. (2013). Interactional resources in the letters of young writers in Swedish and English. Journal of Second Language Writing, 22(4), 390-405.

Matuchniak, T. (2013). A cognitive strategies approach to college writing readiness for English language learners. Unpublished dissertation.

Olkkonen, S. (2013). Speed in cognitive tasks as an indicator of second/foreign language reading and writing skills. Eesti Rakenduslingvistika Uhingu Aastaraamat, 9, 195-208.

Ong, J. (2013). Discovery of ideas in second language writing task environment. System, 41(3), 529-542.

Ong, J., & Zhang, L. J. (2013). Effects of the manipulation of cognitive processes on EFL writers' text quality. TESOL Quarterly, 47(2), 375-398.

Panahi, R. (2013). The effects of task type planning on students' essay writing: A study of Iranian EFL learners. Journal of Language Teaching & Research, 4(5), 1106-1116.

Petrić, B., & Harwood, N. (2013). Task requirements, task representation, and self-reported citation functions: An exploratory study of a successful L2 student's writing. Journal of English for Academic Purposes, 12(2), 110-124.

Plakans, L., & Gebril, A. (2013). Using multiple texts in an integrated writing assessment: Source text use as a predictor of score. Journal of Second Language Writing, 22(3), 217-230.

Storch, N. (2013). Collaborative writing in L2 classrooms, Buffalo: Multilingual Matters.

Storch, N., & Aldosari, A. (2013). Pairing learners in pair work activity. Language teaching research, 17(1), 31-48.

Wolfersberger, M. (2013). Refining the construct of classroom-based writing-from-readings assessment: The role of task representation. Language Assessment Quarterly, 10(1), 49-72.

Wu, R. J. R. (2013). Native and non-native students’ interaction with a text-based prompt. Assessing Writing, 18(3), 202-217.

Academic Writing Challenges

Cheng, R. (2013). A non-native student's experience on collaborating with native peers in academic literacy development: A sociopolitical perspective. Journal of English for Academic Purposes, 12(1), 12-22.

Curry, M. J., & Lillis, T. M. (2013). A scholar’s guide to getting published in English: Critical

choices and practical strategies. Bristol, UK: Multilingual Matters.

Davis, M. (2013). The development of source use by international postgraduate students. Journal

of English for Academic Purposes, 12(2), 125-135.

Doran, J. (2013). Engaging (in) the university: Researching L2 graduate students’ academic discourse needs through affect literacy. Unpublished dissertation.

Green, S. (2013). Novice ESL writers: A longitudinal case-study of the situated academic writing processes of three undergraduates in a TESOL context. Journal of English for Academic Purposes, 12(3), 180-191.

Hanauer, D. I., & Englander, K. (2013). Scientific writing in a second language: Anderson, SC: Parlor Press.

Hassan, F. (2013). Rhetorical theory: Understanding the writing challenges of undergraduate college Arab ESL students. Unpublished dissertation.

Hirvela, A., & Du, Q. (2013). “Why am I paraphrasing?”: Undergraduate ESL writers' engagement with source-based academic writing and reading. Journal of English for

Academic Purposes, 12(2), 87-98.

Lei, J., & Hu, G. (2013). Chinese ESOL lecturers’ stance on plagiarism: does knowledge matter?

ELT journal, 68(1), 41-51.

Li, Y. (2013). Three ESL students writing a policy paper assignment: An activity-analytic

perspective. Journal of English for Academic Purposes, 12(2), 73-86.

Matarese, V. (2012). Supporting research writing: Roles and challenges in multilingual

Settings. Amsterdam: Elsevier.

Matsuda, P. K., Saenkhum, T., & Accardi, S. (2013). Writing teachers’ perceptions of the presence and needs of second language writers: An institutional case study. Journal of Second Language Writing, 22(1), 68-86.

Matuchniak, T. (2013). Mind the gap: A cognitive strategies approach to college writing readiness for English language learners. Unpublished dissertation.

McCulloch, S. (2013). Investigating the reading-to-write processes and source use of L2

postgraduate students in real-life academic tasks: An exploratory study. Journal of

English for Academic Purposes, 12(2), 136-147.

Mc Kinley, J. (2013). Displaying critical thinking in EFL academic writing: A discussion of Japanese to English contrastive rhetoric. RELC Journal, 44(2), 195-208.

Pecorari, D. (2013). Teaching to avoid plagiarism. Maidenhead: Open University Press.

Sarkhoush, H. (2013). Relationship among Iranian EFL learners' self-efficacy in writing, Attitude towards writing, writing apprehension and writing performance. Journal of Language Teaching & Research, 4(5), 1126-1132.

Severino, C. (2013). Ice cream in the cold wind: Struggles with a second genre in a second language. Writing on the Edge, 24(1), 41-48.

Shaw, P. & Pecorari, D. (2013). Source use in academic writing: An introduction to the special

issue. Journal of English for Academic Purposes, 12(2), A1-A3.

Simpson, S. (2013). Systems of writing response: A Brazilian student’s experiences writing for

publication in an environmental sciences doctoral program. Research in the Teaching of English, 48(2), 228-249.

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

Thompson, C., Morton, J., & Storch, N. (2013). Where from, who, why and how? A study of the

use of sources by first year L2 university students. Journal of English for Academic Purposes, 12(2), 99-109.

Tseng, C.-C. (2013). Literacy experiences and disciplinary socialization of second language

students in an MA TESOL program. Unpublished dissertation.

L2 Writing Research

Atkinson, D. (2013). Introduction. Journal of Second Language Writing, 22(4), 425.

Belcher, D. (2013). The scope of L2 writing: Why we need a wider lens. Journal of Second Language Writing, 22(4), 438-439.

Byrnes, H. (2013). Positioning writing as meaning-making in writing research: An introduction. Journal of Second Language Writing, 22(2), 95-106.

Canagarajah, A. S. (2013). The end of second language writing? Journal of Second Language Writing, 22(4), 440-441.

De Larios, J. R. (2013). Second language writing as a psycholinguistic locus for L2 production and learning. Journal of Second Language Writing, 22(4), 444-445.

Ferris, D. (2013). What L2 writing means to me: Texts, writers, contexts. Journal of Second Language Writing, 22(4), 428-429.

Hubert, M. D. (2013). The development of speaking and writing proficiencies in the Spanish language classroom: A case study. Foreign Language Annals, 46(1), 88-95.

Hyland, K. (2013). Second language writing: The manufacture of a social fact. Journal of Second Language Writing, 22(4), 426-427.

Kobayashi, H., & Rinnert, C. (2013). Second language writing: Is it a separate entity? Journal of Second Language Writing, 22(4), 442-443.

Kubota, R. (2013). Dislimiting second language writing. Journal of Second Language Writing, 22(4), 430-431.

Lee, I. (2013). Second language writing: Perspectives of a teacher educator-researcher. Journal of Second Language Writing, 22(4), 435-437.

Matsuda, P. K. (2013). Response: What is second language writing—And why does it matter? Journal of Second Language Writing, 22(4), 448-450.

Moheb, N., & Bagheri, M. S. (2013). Relationship between multiple intelligences and writing strategies. Journal of Language Teaching & Research, 4(4), 777-784.

Neff-van Aertselaer, J. (2013). Contextualizing EFL argumentation writing practices within the Common European Framework descriptors. Journal of Second Language Writing, 22(2), 198-209.

Ortega, L. (2012). Epilogue: Exploring L2 writing–SLA interfaces. Journal of Second Language Writing, 21(4), 404-415.

Pelaez-Morales, C. (2013). Foreign language research and pedagogy: A comparison between EFL and FL writing. Unpublished dissertation.

Silva, T. (2013). Second language writing: Talking points. Journal of Second Language Writing, 22(4), 432-434.

Walls, L. (2013). Interactions between and among heritage language learners and second language learners during collaborative writing activities: How learners attend to language. Unpublished dissertation.

Williams, J. (2012). The potential role (s) of writing in second language development. Journal of Second Language Writing, 21(4), 321-331.

Xu, Y., Chang, L. Y., Zhang, J., & Perfetti, C. A. (2013). Reading, writing, and animation in character learning in Chinese as a foreign language. Foreign Language Annals, 46(3), 423-444.

Zhang, L. J. (2013). Second language writing as and for second language learning. Journal of Second Language Writing, 22(4), 446-447.

Assessment

Campbell, H., Espin, C. A., & McMaster, K. (2013). The technical adequacy of curriculum-based

writing measures with English learners. Reading and Writing, 26(3), 431-452.

Cho, Y., Rijmen, F., & Novák, J. (2013). Investigating the effects of prompt characteristics on the

comparability of TOEFL iBT integrated writing tasks. Language Testing, 30(4), 513-534.

Esfandiari, R., & Myford, C. M. (2013). Severity differences among self-assessors, peer- assessors, and teacher assessors rating EFL essays. Assessing Writing, 18(2), 111-131.

Fahim, M., & Jalili, S. (2013). The Impact of Writing Portfolio Assessment on Developing

Editing Ability of Iranian EFL Learners. Journal of Language Teaching and Research, 4(3), 496-503.

Hall, C., & Sheyholislami, J. (2013). Using appraisal theory to understand rater values: An

examination of rater comments on ESL test essays. Journal of Writing Assessment, 6(1),

n.p.

Hasselgreen, A. (2013). Adapting the CEFR for the classroom assessment of young learners’

writing. Canadian Modern Language Review/La Revue canadienne des langues vivantes,

69(4), 415-435.

Jiang, W. (2013). Measurements of development in L2 written production: The case of L2

Chinese. Applied linguistics, 34(1), 1-24.

Knoch, U., & Sitajalabhorn, W. (2013). A closer look at integrated writing tasks: Towards a more

focussed definition for assessment purposes. Assessing Writing, 18(4), 300-308.

Lam, R. (2013). The relationship between assessment types and text revision. ELT Journal,

67(4), 446-458.

Latif, M. M. M. A. (2013). What do we mean by writing fluency and how can it be validly measured? Applied linguistics, 34(1), 99-105.

Lee, I., & Coniam, D. (2013). Introducing assessment for learning for EFL writing in an

assessment of learning examination-driven system in Hong Kong. Journal of Second

Language Writing, 22(1), 34-50.

Panou, D. (2013). L2 writing assessment in the Greek school of foreign languages. Journal of

Language Teaching and Research, 4(4). 649-654.

Plakans, L. (2013). Writing scale development and use within a language program. TESOL Journal, 4(1), 151-163.

Sawaki, Y., Quinlan, T., & Lee, Y. W. (2013). Understanding learner strengths and weaknesses:

Assessing performance on an integrated writing task. Language Assessment Quarterly,

10(1), 73-95.

Thakkar, D. (2013). The relationship between English Language Learners' language proficiency

and standardized test scores. Unpublished dissertation.

Wang, Y. J., Shang, H. F., & Briody, P. (2013). Exploring the impact of using automated writing evaluation in English as a foreign language university students' writing. Computer

Assisted Language Learning, 26(3), 234-257.

Yi, Y. (2013). Questions arising from the assessment of EFL narrative writing. ELT journal,

67(1), 70-79.

Zhao, C. G. (2013). Measuring authorial voice strength in L2 argumentative writing: The

development and validation of an analytic rubric. Language Testing, 30(2), 201-230.

Technology

Alawdat, M. (2013). Using E-portfolios and ESL learners. US-China Education Review, 3(5).

339-351.

Alzu'bi, M. A. M., & Sabha, M. R. N. (2013). Using mobile-based Email for English foreign

language learners. Turkish Online Journal of Educational Technology, 12(1), 178-186.

Baecher, L., Schieble, M., Rosalia, C., & Rorimer, S. (2013). Blogging for academic purposes with English language learners: An online field initiate. Contemporary Issues in

Technology and Teacher Education Journal, 13(1), 1-21.

Castaneda, M. E. (2013). “I am proud that I did it and it’s a piece of me”: Digital storytelling in

the foreign language classroom. CALICO Journal, 30(1), 44-62.

Dzekoe, R. (2013). Facilitating revision in the English as a second language (ESL) composition

classroom through computer-based multimodal composing activities: A case study of

composing practices of ESL students. Unpublished dissertation.

Ferriman, N. (2013). The impact of blended E-learning on undergraduate academic essay writing

in English. Computers & Education, 60(1), 243-253.

Foroutan, M., Noordin, N., & Hamzah, M. S. G. (2013). Weblog promotes ESL learners' writing

autonomy. Journal of Language Teaching and Research, 4(5), 994-1002.

Geluso, J. (2013). Phrasing and frequency of occurrence on the web: Native speakers'

perceptions of Google-informed second language writing. Computer Assisted Language Learning, 26(2), 144-157.

Hafner, C. A. (2013). Digital composition in a second or foreign language. TESOL Quarterly, 47(4), 830-834.

Lee, H. (2013). Effects of online instructional conversation on English as a foreign language

learners’ WebQuest writng performance: A mixed methods study. Unpublished

dissertation.

Li., M. (2013). Individual novices and collective experts: Collective scaffolding in wiki-based

small group writing. System, 41(3), 752-769.

Li, M., & Zhu, W. (2013). Patterns of computer-mediated interaction in small writing groups

using wikis. Computer Assisted Language Learning, 26(1), 61-82.

Ling, G., & Bridgeman, B. (2013). Writing essays on a laptop or a desktop computer: Does it

matter? International Journal of Testing, 13(2), 105-122.

Morales Sousa, J. I. (2013). Assistive technology in the process of developing English as a

second language writing skills in blind and visually disabled students at the college level.

Unpublished dissertation.

Pu, J. (2013). Learning to write in the digital age: ELLs’ literacy practices in and out of their

Western urban high school. Unpublished dissertation.

Sánchez, F. (2013). Creating accessible spaces for ESL students online. Journal of the Council of

Writing Program Administrators, 37(1), 161-185.

Vurdien, R. (2013). Enhancing writing skills through blogging in an advanced English as a

foreign language in Spain. Computer Assisted Language Learning, 26(2), 126-143.

Warschauer, M., Zheng, B., & Park, Y. (2013). New ways of connecting reading and writing.

TESOL Quarterly, 47(4), 825-830.

Student Populations

Abu-Rabia, S., Shakkour, W., & Siegel, L. (2013). Cognitive retroactive transfer (CRT) of

language skills among bilingual Arabic-English readers. Bilingual Research Journal,

36(1), 61-81.

Al-Jarrah, R. S., & Al-Ahmad, S. (2013). Writing instruction in Jordan: Past, present, and future trends. System, 41(1), 84-94.

Anderson, E. C., Vanderhoff, A. M., & Donovick, P. J. (2013). A manifestation of the bilingual disadvantage in college-level writing. International Journal of Language Studies, 7(1), 135-150.

Bauer, H., & Picciotto, M. (2013). Writing in America: International students and first-year composition. Writing on the Edge, 23(2), 75-86.

Bohmer, J. (2013). Biliterate skills of bilingual students in German, Turkish and Russan. Diskurs Kindheits and Jugendforschung, 8(1), 57-70.

Bunch, G. C., & Willett, K. (2013). Writing to mean in middle school: Understanding how second language writers negotiate textually-rich content-area instruction. Journal of Second Language Writing, 22(2), 141-160.

Canagarajah, A. S. (2013). Negotiating translingual literacy: An enactment. Research in the Teaching of English, 48(1), 40-67.

di Gennaro, K. (2013). How different are they? A comparison of Generation 1.5 and international L2 learners’ writing ability. Assessing Writing, 18(2), 154-172.

Doolan, S. M. (2013). Generation 1.5 writing compared to L1 and L2 writing in first-year composition. Written Communication, 30(2), 135-163.

El Amrani, H. (2013). The status of the written French of new students. Language & Societe, 143, 53-64.

Kobayashi, H., & Rinnert, C. (2013). L1/L2/L3 writing development: Longitudinal case study of a Japanese multicompetent writer. Journal of Second Language Writing, 22(1), 4-33.

Lawrick, E. (2013). Students in the first-year ESL writing Program: Revisiting the notion of "traditional" ESL. WPA: Writing Program Administration, 36(2), 27-58.

Ortmeier-Hooper, C. (2013). The ELL writer: Moving beyond basics in the secondary classroom. New York: Teachers College Press, Teachers College, Columbia University.

Shakour, A. (2013). Arab authors in Israel writing in Hebrew: Fleeting fashion or persistent phenomenon? Language Problems & Language Planning, 37(1), 1-17.

Slocum, S. (2013). First language status and second language writing. Unpublished dissertation.

Tullock, B.D., & Fernández-Villanueva. (2013). The role of previously learned languages in the

thought processes of multilingual writers at Deutsche Schule Barcelona. Research in the Teaching of English, 47(4), 420-441.

Walls, L. (2013). Interactions between and among heritage language learners and second

language learners during collaborative writing activities: How learners attend to

language. Unpublished dissertation.

Pedagogy

Bouthillier, J. L., & Dicks, J. (2013). L’emploi d’un modèle d’enseignement systématique d’écriture: Une étude de cas en 7 e année de l’immersion précoce. Canadian Modern Language Review/La Revue canadienne des langues vivantes, 69(3), 298-323.

Ferris, D. R., & Hedgcock, J. (2013). Teaching L2 composition: Purpose, process, and practice: New York: Routledge.

Goldman, J. M. (2013). Teachers' sense of efficacy in teaching second language writing to middle and high school long-term English learners. Unpublished dissertation.

Goulah, J. (2013). Makiguchi Tsunesaburo and language, value-creative composition instruction, and the geography of identity in community studies: A response to politicized imagining and ineffective critical approaches. Journal of Language, Identity & Education, 12(1), 22-39.

Haase, M. I. V. (2013). The relationship between sheltered instruction and the reading comprehension and writing development of Spanish language learners at a South Texas University. Unpublished dissertation.

Harman, R. (2013). Literary intertextuality in genre-based pedagogies: Building lexical cohesion in fifth-grade L2 writing. Journal of Second Language Writing, 22(2), 125-140.

Hodgson-Drysdale, T. (2013). Teaching writing informed by systemic functional linguistics. Unpublished dissertation.

Lee, H.-C. (2013). The reading response e-journal: An alternative way to engage low-achieving EFL students. Language Teaching Research, 17(1), 111-131.

Liu, M. (2013). Blended learning in a university EFL writing course: Description and evaluation. Journal of Language Teaching & Research, 4(2), 301-309.

Olson, B. (2013). Re-orienting composition and writing center pedagogy: A strengths-based approach for multilingual writers. Unpublished dissertation.

Schulze, J. M. (2013). Supporting the persuasive writing practices of English language learners through culturally responsive systemic functional pedagogy. Unpublished dissertation.

Stillar, S. (2013). Raising critical consciousness via creative writing in the EFL classroom. TESOL Journal, 4(1), 164-174.

You, X., & You, X. (2013). American content teachers’ literacy brokerage in multilingual university classrooms. Journal of Second Language Writing, 22(3), 260-276.

Zhang, C. (2013). Effect of instruction on ESL students’ synthesis writing. Journal of Second

Language Writing, 22(1), 51-67.

Identity

Chen, H. I. (2013). Identity practices of multilingual writers in social networking spaces. Language Learning & Technology. 17(2), 143-170.

Lee, I. (2013). Becoming a writing teacher: Using “identity” as an analytic lens to understand EFL writing teachers’ development. Journal of Second Language Writing, 22(3), 330-345.

Liu, P. H. E., & Tannacito, D. J. (2013). Resistance by L2 writers: The role of racial and language ideology in imagined community and identity investment. Journal of Second Language Writing, 22(4), 355-373.

Park, G. (2013). ‘Writing is a way of knowing’: writing and identity. ELT journal, 67(3), 336-345.

Simpson, J. (2013). Identity alignment on an ESOL class blog. International Journal of Applied Linguistics, 23(2), 183-201.

Yi, Y. (2013). Adolescent Multilingual Writer’s Negotiation of Multiple Identities and Access to Academic Writing: A Case Study of a Jogi Yuhak Student in a US High School. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 69(2), 207-231.

Zhao, H., Fei, Y., & Lin, X. (2013). Teaching for identities, writing between the “we” and the “I” paradigms. Educational Research for Policy and Practice, 12(2), 133-148.

Corpus-Based Studies

Belcher, D. D., & Nelson, G. (2013). Critical and corpus-based approaches to intercultural rhetoric. Ann Arbor: University of Michigan Press.

Cho, H., & Yoon, H. (2013). A corpus-assisted comparative genre analysis of corporate earnings

calls between Korean and native-English speakers. English for Specific Purposes, 32(3),

170-185.

Gardner, S., & Nesi, H. (2013). A classification of genre families in university student writing.

Applied linguistics, 34(1), 25-52.

Leedham, M., & Cai, G. (2013). Besides on the other hand: Using a corpus approach to explore

the influence of teaching materials on Chinese students' use of linking adverbials. Journal of Second Language Writing, 22(4), 374-389.

Nathan, P. (2013). Academic writing in the business school: The genre of the business case

report. Journal of English for Academic Purposes, 12(1), 57-68.

O’Donnell, M. B., Romer, U., & Ellis, N. C. (2013). The development of formulaic sequences in

first and second language writing: Investigating effects of frequency, association, and

native norm. International Journal of Corpus Linguistics, 18(1), 83-108.

Genre-Based Approaches

Bangeni, B. (2013). An exploration of the impact of students’ prior genre knowledge on their

constructions of ‘audience’ in a Marketing course at postgraduate level. English for

Specific Purposes, 32(4), 248-257.

Gebhard, M., Chen, I. A., Graham, H., & Gunawan, W. (2013). Teaching to mean, writing to

mean: SFL, L2 literacy, and teacher education. Journal of Second Language Writing,

22(2), 107-124.

Hafner, C. A., Miller, L., & Ng, K. F. C. (2013). A tale of two genres: Narrative structure in

students’ scientific writing. Linguistics Insights-Studies in Language and communication,

172, 235-256.

Troyan, F. J. (2013). Investigating a genre-based approach to writing in an elementary Spanish

program. Unpublished dissertation.

Racelis, J. V., & Matsuda, P. K. (2013). Integrating process and genre into the second language

writing classroom: Research into practice. Language Teaching, 46(3), 382-393.

Attitudes

Cho, Y. (2013). Second language motivation, the L2 self and English as an international language: A sociolinguistic investigation of Korean English learners’ discourses in texts and contexts. Unpublished dissertation.

Fernández Dobao, A., & Blum, A. (2013). Collaborative writing in pairs and small groups:

Learners' attitudes and perceptions. System, 41(2), 365-378.

Gholaminejad, R., Moinzadeh, A., Youhanaee, M., & Ghobadirad, H. (2013). Writing attitudes of Iranian EFL students: A qualitative study. Journal of Language Teaching & Research, 4(5), 1138-1145.

Polat, N., & Mahalingappa, L. (2013). Pre-and in-service teachers’ beliefs about ELLs in content area classes: a case for inclusion, responsibility, and instructional support. Teaching Education, 24(1), 58-83.