The types of publications we will be addressing primarily include journal articles, books (authored and edited), and dissertations. Data for this article come from a search of databases including ERIC (Educational Information Resources Center), LLBA (Linguistics and Language Behavior Abstracts), PQDT (ProQuest Dissertations and Theses), Worldcat, Google Scholar, and Amazon.com, as well as a regular review of more than 60 journals that, to a greater or lesser extent, typically publish articles on second language writing.

Publication Overview

Journal Articles

We found 320 relevant journal articles in 105 journals. That results in an average of three articles per journal, but the distribution is quite skewed. The six journals with the most publications accounted for slightly more than one-third of all the articles. These include Journal of Second Language Writing (27 or 8% of all articles), Journal of Language Teaching and Research (19 or 6%), Journal of English for Academic Purposes (18 or 6%), Theory and Practice in Language Studies (17 or 5%), Assessing Writing (16 or 5%), and System (14 or 4%)

The next seven journals bring the total up to one-half of all the articles. These include Reading and Writing (10 or 3%), SLW News (10 or 3%), Writing and Pedagogy (8 or 3%), Advances in Language and Literary Studies (7 or 2%), International Journal of Instruction (7 or 2%), TESOL Journal (7 or 2%), and TESOL Quarterly (7 or 2%).

The next 12 journals (rounding out the top 25) bring the total up to two-thirds of all the articles. These include Language Learning and Technology (6 or 2%), Southeast Asian Journal of English Language Studies (6 or 2%), Computer Assisted Language Learning (5 or 2%), English Language Teaching (5 or 2%), Asian EFL Journal (4 or 1%), English for Specific Purposes (4 or 1%), Eurasian Journal of Applied Linguistics (4 or 1%), International Journal of Applied Linguistics (4 or 1%), International Journal of Language Studies (4 or 1%), Journal of Early Childhood Literacy (4 or 1%), Journal of Response to Writing (4 or 1%), and TESL-EJ (4 or 1%).

The top 25 journals are based in nine countries and published by 18 entities: the Netherlands (Elsevier), the UK (Academy, Equinox, Taylor & Francis), the United States (Wiley, Springer, TESOL, University of Hawaii at Manoa, Sage, Brigham Young University, and the University of California at Berkeley), Australia (Australian International Academic Centre), Turkey (Eskisehir Osmangazi University, Hacettepe University), Malaysia (National University of Malaysia), Canada (Canadian Centre of Science and Education), the Philippines (TESOL Asia), and Iran (Institute for Humanities and Cultural Studies). They are almost evenly split between commercial and open source journals, though the top six journals are all commercial.

Dissertations

We located 40 dissertations on L2 writing. A little more than half of these dissertations were produced at seven universities: Indiana University of Pennsylvania (6 or 15%), Arizona State University (3 or 8%), University of Iowa (3 or 8%), Teachers College, Columbia University (2 or 5%), Indiana University (2 or 5%), University of Toronto (2 or 5%), and the University of Wisconsin – Madison (2 or 5%). The rest of the dissertations were produced by 20 other universities—one dissertation from each. With regard to topics, the dissertations addressed the following, in order of most to least: collaborative writing, feedback, academic writing, writer identity, assessment, plagiarism, among others.

Books

We located 11 books devoted to L2 writing. Six are monographs and five are edited collections. The publishers included Peter Lang, Routledge, Springer, Information Science Reference, Palgrave Macmillan, Taylor & Francis, University of Michigan Press, and Utah State University Press. The books were published in the UK, Germany, the United States, and Singapore. The topics included assessment, attitudinal evaluation, authorial presence, learner identity, peer response, transnational writing education, virtual writing environments, and writing program internationalization in the United States.

Scholarship

We have placed the publications into six major categories: those focused on (1) L2 writer issues, (2) reader concerns, (3) textual elements—both generic and linguistic, (4) contexts in which L2 writing is studied and taught, (5) instructional—curricular and classroom—matters, and (6) assessment features. These categories (and their subcategories) were arrived at inductively; that is, by sorting the publications according to their central focus.

Writer

Our first category of literature is L2 writer. In this review, L2 writers are defined as those who are writing in a language other than their first/native language(s) or mother tongue(s). In 2018, L2 writers were studied in various contexts, such as classroom, institutional, regional, national, and international contexts. In total, there are 79 publications in this category, which are further divided into five subcategories: L2 writer and L2 writing strategies, L2 writers’ emotions and attitudes, L2 writers in multilingual and multicultural contexts, L2 writers’ writing processes, and L2 writer identity.

L2 writer and L2 writing strategies. This first subcategory includes 25 publications. These studies explored writing strategies that L2 writers adopted in different linguistic and cultural contexts. Topics include collaborative writing in L2 writing development, performance, and learning (Cho, H.; Chuang; Yu); corpus-based strategies in L2 writing (Charles); L2 writing strategies used by dyslexic, deaf, and hard of hearing students (Menbet; Scott & Hoffmeister); L2 writing strategy and plagiarism (Rets & Ilya); peer and teacher feedback in L2 writing proficiency, engagement, and self-efficacy (Cote; Harutyunyan & Poveda; Rueg; Styati & Latief; Zhang & Hyland; Zheng & Yu); poetry and literacy sponsors as strategies in L2 writing (Kaldina; Malkoff); relationship between L2 writing proficiency and L2 writing strategies (Kato; Murray & Riazi; Mutta & Johansson); self-regulation in EFL/ESL writing contexts (Bai; Farahani & Faryabi; Hu & Gao; Mak & Wong); and speaking and reading skills as facilitators in L2 writing (Motallebzadeh, Ahmadi, & Hossernnia; Schoonen; Yusuf, Yunus, & Embi).

L2 writers in multilingual and multicultural contexts.The third subcategory includes 23 publications. Topics include L2 writing students and tutors in writing center contexts (Okuda & Anderson; Yabe; Zech); L2 writers’ shuttling between languages and cultures (Gillanders; Kim & Belcher; Liu, H.; Min; Park; Rana); bilingual writers’ translanguaging practices (Axelrod & Cole; McCarty); L2 writers in multilingual digital contexts (Deifell; Simnitt); heritage writers’ language practices (Azevedo; Gatti & O’Neill); the construction of L2 writers’ authorial voice (Chaplin; Lehman; Liu & Du); and multilingual and multicultural elements in L2 writing (Gevers (b); Yeo; Shvidko a, b, c).

L2 writers’ emotions and attitudes. This second subcategory comprises 14 publications. Topics include emotional intelligence in L2 writing practice (Ebrahimi, Khoshsima, & Zare-Behtash; Mohammadi & Izadpanah; Piniel & Albert); motivation in L2 writing development and production (Jang & Lee; Lee, Yu, & Liu; Lillis & Curry; Rahimi & Zhang); anxiety in EFL and ESL writing processes (Finn; Iksan & Halim; Lee, S.; Lin, Larke, Jarvie, & Chien); attitudes of L2 writing instructors towards students’ use of their language resources (Liao, F.; Liu & McCabe); and EFL writing students’ attitudes towards academic writing (Abadikhah, Aliyan, & Talebi).

L2 writers’ writing processes. The fourth subcategory includes nine publications. The topics include psychological and cognitive skills used in Chinese as a second language writing processes (Leong, Shum, Tai, Ki, & Zhang); types of schemata in ESL writing processes (Dang); the relationship between proficiency levels and L2 grammar learning (Gánem‐Gutiérrez & Gilmore; Ishikawa; Cho, M.; Pae); occurrences within, between, and beyond L2 writing processes (Baer); textual borrowing (Goodspeed); and audience impact on L2 writing processes (Wong & Moorhouse).

L2 writer identity. The last subcategory includes eight publications. These studies investigated L2 writer identity in EFL, ESL, and digital contexts. Specifically, topics include self-valued identities in digital contexts (Jiang); academic identities in ESL contexts; writer identities in EFL contexts (Alkhanbooli; Luzón (a)); L2 novice writer identities (Jwa); L2 writers’ professional identities (Steadman, Kayi-Aydar, & Vogel); and L2 learner identities and beliefs (Chalak; Majchrzak; McKinley).

Reader

A total of 16 publications focused on readers. Readers in this review include instructors who read L2 writers’ texts and students who read their peers’ work or instructors’ comments. Out of the 16 publications, three subcategories are identified: reader practice, reader belief, and reader development.

Reader practice. The first subcategory accounts for five publications. Topics include second language teachers’ practice in responding to students’ writing (Lee, Vahabi, & Bikowski); students’ practice in responding to their peers’ writing (Liu & Edwards); reading practice and contexts (Mangelsdorf & Ruecker; Mishima); and the roles of L1 and L2 in the reader practice (Yeh).

Reader beliefs. This second subcategory includes six publications. The topics include requests in teacher-student interaction (Carter); L2 writers’ perceptions of teacher feedback (Ferris); direct and indirect feedback in writing performance (Luan & Ishak); the effectiveness of peer feedback in L2 writing (Martin-Beltran, Chen, and Guzman); and dialogical and sociocultural effects on written corrective feedback (Merkel; Storch).

Reader development. The last subcategory is reader development, which was explored in five studies. Researchers reported the roles of dynamic written corrective feedback in the developmental multilingual writing (Kurzer (a, b)); investigated peer feedback in the development of language writing skills (Levi Altstaedter); and looked at the efficiency of peer scaffolding in revising tasks (Pasand & Tahriri; Ranjbar & Ghonsooly).

Text Analysis

The next theme is text analysis, encompassing 64 publications. Publications on this theme were further categorized into five groups: discoursal, lexical-semantic, multiple aspects, syntactic-morphological, and error analysis.

Discourse features. Discourse was the largest subcategory of text analysis, represented by 24 publications. One main area of emphasis was how writers express stance. Research focused on how students use evaluative language (Myskow & Ono (a); Morton & Llinares) as well as how they show opposition relations (Kuzborska & Soden). Student use of boosters was explored by Hafner & Wang, and two studies examined how certain linguistic features were used to create stance, one focusing on nominals (Işik-taş) and the other on interpersonal grammatical metaphors (Liardét). Hryniuk(a) investigated how professional writers use hedges and boosters in research articles. Publications also explored several rhetorical dimensions of texts. Two studies looked broadly at rhetorical features, including the rhetorical preferences of Persian student writers (Eslami, Shaker, & Rakhshandehroo) and rhetorical elements of successful IELTS essays (Ananda, Arsyad, & Dharmayana). Hryniuk(b) compared how Polish and English native speakers express their authorial selves. Alipour & Nooreddinmoosa compared informality in research articles written by applied linguists. Myskow & Ono (b) analyzed how L2 student writers construe emotion. Finally, two publications examined discourse moves: One focused on architecture research article abstracts (Noorizadeh-Honami & Chalak) and the other on research article introductions in applied linguistics (Pashapour, Ghaemi, & Hashamdar).

Text cohesion was a third focal point. This area included studies of how L2 student writers from various L1 backgrounds used linking adverbials (Appel & Szeib) as well as how Chinese ESL postgraduates use conjunctive adverbials (An & Xu). Chanyoo broadly investigated how Thai undergraduate students use cohesive devices. Saadat & Alavi compared the use of cohesive devices between EFL learners and native speakers in two types of paragraphs, and Al-Owayid examined how EFL students used contrastive discourse markers.

A final area of emphasis was how writers use and engage with sources. Cumming, Yang, Qiu, Zhang, Ji, Wang, Wang, Zhang, Zhang, Xu, Cao, Yu, Chu, Liu, Cao, & Lai examined the practices and abilities of Chinese students to write from sources. Shi & Dong compared paraphrases made in Chinese and English by graduate students. Van Weijen, Rijlaarsdam, & van den Bergh investigated how text quality, source use, and argumentative behavior were related. Lee, Hitchcock, & Casal analyzed the citation practices of first-year L2 writers, and Jalilifar, Soltani, & Shooshtari examined inappropriate textual borrowing practices of Iranian applied linguists.

Lexical-semantic features. Several studies examined specific types of lexical items. Three analyzed how writers use reporting verbs (Yilmaz & Özdem Ertürk; Kwon, Staples, & Partridge; Luzón). Shin, Cortes, and Yoo investigated definite article use. X. Yang examined Chinese learners’ use of modal verbs, and Tåqvist analyzed L2 writers’ use of discourse organizing nouns. Another focal point concerned groups of words. Three studies examined the use of collocations (Salido & Garcia; Frankenberg-Garcia; Qureshi & Nurmukhamedov); two studies investigated L2 writers’ use of phrases (Martinez, R.; Juknevičienė & Grabowski); and Kaya & Yilmaz analyzed the frequency at which Turkish learners used idioms. Finally, Csomay & Prades examined how ESL students use academic vocabulary, and Hoang & Boers investigated the connection between EFL writing proficiency and the use of metaphorical language.

Multiple aspects of text analysis. Several studies examined written texts via multiple aspects. Three publications examined text quality in relation to textual features, including syntactic and lexical complexity in L1 and L2 first-year composition (Eckstein & Ferris), syntactic and lexical complexity and cohesion in argumentative writing (MacArthur, Jennings, & Philippakos), and subordination in collaborative writing (McDonough, De Vleeschauwer, & Crawford). Two studies focused on textual features in high stakes testing: Staples, Biber & Reppen compared lexico-grammatical features of TOEFL iBT writing tasks with disciplinary writing tasks, and Matthews & Wijeyewardene compared human and computer evaluations regarding cohesion, syntactic complexity, and lexical characteristics. Two studies focused on textual aspects of professional writing, including research articles written by nonnative English speakers (Farley) and English abstracts in Thai university journals (Loan). Alvarez examined multi-modal dimensions of narratives written by bilingual children. Hanci-Azizoğlu investigated aspects of creative writing, and Millin & Millin analyzed textual patterns of the written works of South African secondary school students to gauge a pedagogical intervention.

Syntactic-morphological features.Studies in this subcategory mostly focused on syntactic complexity. Three publications investigated the syntactic complexity of L2 student writing (Martínez, L.; Bulté & Housen; Pan); two studies examined phrasal complexity in professional academic writing (Ruan; Ansarifar, Shahriari, & Pishghadam); and Kyle & Crossley evaluated a method of measuring syntactic complexity. Other studies include an analysis of novice writers’ use of clause initial adverbials (Van Vuuren & Berns) and an examination of the acquisition of the Spanish gender morphological system by heritage learners (Pérez-Núñez).

Error analysis. Eight studies focused on error analysis, with half focused on EFL contexts. Two publications examined the types of errors made by Iranian English learners (Bahrpeyma & Ostad; Nodoushan & Ali). Nuruzzaman, Islam, & Shuchi analyzed the writing errors of Saudi non-English major undergraduate students, and Donoso & Gómez examined the grammatical errors of future English teachers in Chile. Other studies in this subcategory focused on negative transfer in college student writing (Bai & Qin), Spanish composition errors made by heritage and nonheritage learners (Ryan), and grammatical errors made by bilingual children with learning disabilities (Amoolya & Shanbal). Finally, De Kleine & Lawton completed a replication study concerning the types of written errors made by generation 1.5, L1, and L2 students.

Context

The next category is context. In total, there were 29 publications in this category. The publications were further divided into four areas: language learning context, nonconventional writing contexts, publication contexts, and the field of L2 writing.

Language learning context. One area of emphasis looked more broadly at sociocultural factors. Ruecker & Crusan edited a work examining political factors affecting writing assessment in global contexts. Doyle, Manathunga, Prinsen, Tallon, & Cornforth explored the writing of African doctoral students in ESL contexts. At the national level, Rose & Weiser edited a work concerning the internationalization of US writing programs, and Kong examined teacher concepts of English writing in China. Thatcher proposed a theory of multilingual writing in the regional context of the US-Mexico border. At the local level, Baca analyzed the local language policies of an urban Arizona school, and, through an ethnographic study, Kalan researched the literacy practices of three multilingual writers. Another area of emphasis was the impact of institutional factors on L2 writing. Multiple studies focused on plagiarism (Bikowski & Gui; Wu) as well as the effects of particular educational programs (Haas, Goldman, & Faltis; Sasaki). Mardock Uman examined the effects of institutional resources on college matriculation in the U.S.

Nonconventional writing contexts. Several publications addressed L2 writing center research. Taylor investigated ESL/ELL writing center services; Paiz provided a framework for starting an online writing lab; Kyle explored how to merge tutoring and editing services for graduate writing; and El Meysarah analyzed L2 writing support tools in Purdue’s Online Writing Lab. Two studies examined technology and L2 writing: Godwin-Jones reviewed L2 writing online over the last decade, and Kulavuz-Onal & Vásquez investigated translingual practices in Facebook. Finally, Llanes, Tragant, & Serrano examined the effects of a study-abroad program on L2 writing.

Field of L2 writing. Six publications addressed the field of L2 writing. Four research syntheses were conducted, including a review of L2 writing in 2017 (Silva, Yang, Shin, Sun, and Tran), an analysis of empirical research in the Journal of Second Language Writing from 1992-2016 (Riazi, Shi, & Haggerty), a review of L2 writing research on young bilingual children (Williams & Lowrance-Faulhaber), and a review of research on L2 writing strategies (Manchόn). Matsuda, Hartse, & Shi provided a summary of the 17th Symposium on Second Language writing, and Atkinson & Tardy discussed two current trends that affect the field of L2 writing.

Publishing. Two studies examined factors related to professionals and publishing (Fuentes & Gómez Soler; Zheng & Guo). McKinley & Rose analyzed language standards of journal submission guidelines, and Burns & Westmacott investigated the effects of an action research program on helping instructors produce publications.

Instruction

The category of instruction, comprising a total of 128 publications, is the largest category in our annual review. The various aspects of L2 writing instruction investigated in these publications can be divided into five subcategories: pedagogical approaches and instructional strategies, the use of technology, response to student writing, teacher variables and professional development, and curricular issues.

Pedagogical approaches and instructional strategies. A large number of publications, 80 in total, investigated the implementation and usefulness of various pedagogical approaches and instructional strategies in the L2 writing classroom. A few publications addressed broad pedagogical topics. For example, Zhang & Cheung conducted a study of innovations in writing instruction, and Zeng discussed the improvement of English writing competence for college students. In addition, 27 publications explored the possibility and effectiveness of some general approaches to the teaching of L2 writing, including: translingualism (Schreiber & Watson; Gevers (a)), a non-error-based approach (Heng Harste), nature-based writing (Manookin), systemic functional linguistics (Cheng & Chiu), integrated skills approaches such as reading-to-write and listening-to-write approaches (Ying; Alavinia, Shafaei, & Salimi; Alghonaim; LaScotte; Gu), a data-driven approach to research writing (Chen & Flowerdew), a nonstandard direct approach to the teaching of writing skills in EFL contexts (Fuster-Márquez & Gregori-Signes), approaches to scholarly publication (Cargill, Gao, Wang, & O'Connor), a sociocognitive-transformative approach (Barrot), a transnational writing approach (You), metacognitive instruction (Lee & Mak), corpus-informed writing instruction (Crosthwaite; Khorsheed; Shin, Velazquz, Swatek, Staples, & Partridge), culturally relevant pedagogy (Kanaan; Kiss & Mizusawa; Thompson), process writing (Listyani), flipped teaching (Soltanpour & Valizadeh), group dynamic assessment (Shabani), multilingual writing in virtual learning environments (Mousten, Vandepitte, Arno, & Maylath), L2 writing and writers in first-year writing settings (Knoblock & Gorman), and the integration of writing into the whole process of English teaching and learning (LaScotte).

Instructional strategies were addressed in 24 publications, and researchers reported on the usage and effectiveness of a variety of pedagogies in L2 writing classes. The techniques and strategies under examination include strategies for making academic writing instruction meaningful (Tomas & Mott-Smith), teaching critical thinking in essay writing (Miri & Azizi Babajani), pre-writing strategies such as depicting and outlining (Hung & Van) and brainstorming (Omidvari & Abedianpour), self-assessment (Mazloomi & Khabiri), self-regulatory strategy development (Samanian & Roohani), discussion starter story techniques (Purba), strategy-focused instruction (Campbell & Filimon), free writing (Nouri & Marzban), translation (Lee, M.), formulaic sequences (Liou & Chen), task-based teaching using summary writing, picture writing, and topic writing tasks (Derakhshan), an identity text workshop for improving cohesion (Daniel & Eley), topic interest and choice (Mirshekaran, Namaziandost, & Nazari; Asaba & Eidswick), the use of generalizing words for teaching summary writing (Siu), the application of a “Tree Analysis Diagram” in teaching argumentative writing (Liu, X.), the effectiveness of literature circles in developing literacy skills (Kupfer), using multilingual literature in second language writing instruction (Arshavaskaya), the impact of mentor text modeling on L2 writers’ writing accuracy (Liaghat & Biria), eliminating Chintoenglish sentences from Chinese students’ texts (Zhou & Liao), the Borg and Gall (R & D) model as a short story writing learning model (Sitti Rachmie, Siswanto, & Pratiwi), the effects of writing instructors’ motivational strategies on student motivation (Cheung), factors influencing children’s biliteracy experiences (Duran, Gort, & Harris), and strategies for helping students avoid plagiarism and improving student engagement in academic writing classes (Sowell).

Fourteen publications investigated issues in genre-based pedagogy. The topics include genre-based writing instruction (Fanani; Almacioglu & Okan), its use in teaching dialogue and sensory details (Davis), and its connections to writing-specific psychological factors (Han & Hiver); pedagogies for genre instruction in EFL settings (Lo & Cheng); scaffolding genre knowledge and metacognition (Negretti & Mcgrath), systemic functional linguistics-based writing interventions for scaffolding the argument genre (Pessoa, Mitchell, & Miller); supporting the argumentative writing of linguistically diverse students (Campbell & Filimon); combining genre theory with critical thinking instruction (Schicker); scaffolding ESL writing through teacher modeling and creative imitation (Choi & Wong); using “reading to learn” (R2L) pedagogy to teach the discussion genre (Shum, Tai, & Shi); textual borrowing and perspective taking (Allen & Goodspeed), genre-based lesson plans (Lau); balancing stability and flexibility in genre-based instruction (Worden (a)); and using a process-genre based approach to teaching academic writing (Xu & Li).

Six publications addressed the use of collaborative/cooperative writing strategies in L2 writing instruction. They examined the effects of L1 and L2 use in collaborative writing (Zhang, M. (a, b)), dialogue journals as a collaborative learning technique (CoLT) for teaching writing (Janah), Wiki-supported collaborative writing (Saaty), analysis of interactive writing interventions (Price) and collaboratively written texts (Jones), and teachers’ and students’ perspectives on the strengths and weaknesses of cooperative learning (Ghufron & Ermawati).

Five studies investigated instructional strategies informed by multimodal and multimedia learning. They reported on a picture-first approach to scaffolding L2 writers and teachers (Olshansky), a pedagogical approach called distributed collaboration (DC) for harnessing L2 writers’ full potential in multimodal composition projects (DePalma & Alexander), enhancing blended learning by using videos and exploring its impact on students’ intrinsic motivation (Oraif), using movies (Hekmati, Ghahremani Ghajar, & Navidinia), and the effect of multimedia learning on writing performance (Mohamadi Zenouzagh).

The use of technology in L2 writing instruction is the main topic in 20 publications. Studies were conducted on the affordances of online platforms, such as Moodle and MOOC (Gilliland, Oyama, & Stacey) in the writing classroom, social networking through Facebook (Peeters), Tumbler (Rahmanita & Cahyono), and Wiki to mediate collaboration in L2 writing classes (Hsu & Lo), the integration of mobile technology (Regan, Evmenova, Good, Legget, Ahn, Gafurov, & Mastropieri; Eubanks, Yeh, & Tseng), blended learning (Abbas; Lam, Hew, & Chiu), computer-mediating prompts (Damavandi, Hassaskhah, & Zafarghandi), the affordances of technology in lesson planning (Nezami Nav; Alamyar), WebQuest-based (Ebadi & Rahimi) and Wikipedia-based writing instruction (Vetter), online interactions (Annamalai), online blogging (Alsamadani), writing in an online community of practice (Alluhaydan), video making for integrating culture into essay writing classes (Cahyono), using discussion boards (Li & Liu) and online text-chat (Liao, J.), and online tutorials on plagiarism avoidance (Liu, Lu, Lin, & Hsu).

Response to student writing. This subcategory is the focus of research in 14 publications. A number of researchers examined the effect of various methods of providing corrective feedback on L2 students’ writing. These methods include comprehensive feedback forms (López, Steendam, Speelman, & Buyse), written corrective feedback (Pearson; Weinroth; Mehrabi-Yazdi), self and peer correction techniques (Ramirez Balderas & Guillen Cuamatzi), dynamic written corrective feedback (Bakri), focused mini grammar lessons (Limoudehi, Mazandarani & Arabmofrad), and student-initiated feedback. In four studies, researchers focused on the use of technology in feedback and evaluation and investigated online feedback types (Liu & Zhou), the use of Turnitin for peer review (Li & Li), comment bubbles, color coding, and track changes (Kouakou), and students’ perceptions on the use of screencast (video) feedback (Cunningham). Doludenko investigated the feedback priorities, practices, and beliefs of writing teachers and the effect of written corrective feedback on L2 acquisition of Russian. Coyle, Cánovas Guirao, & Roca de Larios studied the trajectories of young EFL learners across multi-stage writing and feedback processing tasks. Shvidko (d) focused on the use of affiliative interactional resources in addressing the affective component of writing conference feedback.

Teacher variables and professional development. There are 11 publications in this subcategory. Among the main topics addressed in these publications are teacher variables, such as teacher cognition and change (Ngo), teacher agency (Christiansen, Fang, & Hirvela), and teacher efficacy (Jakhaia). Four publications investigated the effectiveness of various professional development activities, such as journal writing (Khanjani, Vahdany, & Jafarigohar), web-based writing platforms (Yang, S.), and development of pedagogical content knowledge of genre (Worden (b)), on writing teachers. L2 writing teachers’ understanding of linguistic diversity in relation to writing instruction (Sanchez-Martin; Ruecker, Fraziar, & Tseptsura; Marshall & Marr) and the pedagogical challenges they encounter (Yaghjian) were also addressed. Willis examined the beliefs of teachers of Chinese as a foreign language about teaching Chinese literacy to English speakers.

Curricular issues. Studies related to curricular issues in L2 writing instruction form another subcategory in the category of instruction. Four publications focused on developing materials based on intercultural language learning for writing classes (Haerazi, Irwansyah, Juanda, & Azis), incorporating service-learning into ESL writing courses (Swacha), developing authentic-based instructional materials for writing skill using the ADDIE (analysis, design, development, implementation, evaluation) model (Kamariah, Husain, Atmowardoyo, & Salija), and categorization and analysis of writing tasks in English textbooks (Aliakbari & Tarlani‐Aliabadi).

Assessment

In the category of writing assessment, there are 57 publications in total. Subcategories include rating, formative assessment, technology, task, validation, and context.

Rating. The subcategory of rating had the largest number of studies published in 2018. Among the 17 publications, six focused on the comparison between and the development and validation of rating scales, for instance, the comparison between the holistic, analytical versus primary traits scales (Veloo, Aziz, & Yaacob), a formative assessment rubric in a K–5 bilingual program (Stevens & Ebsworth), and integrated scores based on an holistic seven-multi-trait scale (Ohta, Plakans, & Gebril). In terms of scale validation, two studies employed an argument-based approach (Becker; Mendoza & Knoch) and one, structural equation modeling (Teng, Sun, & Xu) for various tests under different EFL contexts.

Eight articles focused on measures and variables. We not only see studies addressing linguistic or rhetorical features and measures (Kaewpet; Kim & Crossley; Sun, Hu, & Crudt-Chirstiansen) but also investigating the cognitive and affective aspects (Trapman, Van Gelderen, Van Schooten, & Hulstijn; Zabihi) and motivational regulation strategies (Teng & Zhang). Relationships between writing and other skill variables such as reading and writing were also studied in different contexts, such as one with young Chinese language learners with English as a second language (Wong) and the other with Syrian migrant children who have Turkish as a second language (Ugurlu & Kayhan).

Three publications investigated rater behavior and rater training. Major topics include the effects of disciplinary factors such as composition vs. ESL teachers on rater behavior (Eckstein, Casper Chan, & Blackwell), Communal Writing Assessment (CWA) raters’ decision-making behavior (Lindhardsen), and the impact of assessment training in EFL professors’ classroom assessment (Gonzalez).

Formative assessment. Much interest was shown in formative assessment, with seven studies on the topic of feedback. Different feedback strategies were proposed and evaluated in relation to performance and growth, such as effects of revision-mediated and attention-mediated feedback on syntactic complexity (Soltanpour & Validadeh), indirect coded corrective feedback with and without short affective teacher comments (Tang & Liu), location of feedback and linguistic accuracy (Al-Jarrah & Al-Ahmad), peer feedback (vs. teacher feedback) and Chinese university students’ performance (Zhang, X.), synchronous and asynchronous teacher electronic feedback (Ene & Upton), focused written corrective feedback (Chong), and online revisions through computer keystroke-log (Xu, C.).

Three studies researched one specific type of formative assessment: self-evaluation, such as practices by Thai adult learners (Suwanarak), effects of portfolio and dialogue journal assessment on Iranian EFL learners' writing performance (Kobra & Hossein), and its effects on students' independence and writing competence (Ratminingsih, Marhaeni, & Vigayanti). Finally, one study looked at classroom assessments for improving writing proficiency in general (Buragohain), and another investigated EFL instructors’ beliefs about and practice of formative assessment (Guadu & Boersma).

Technology. Technology is another heavily studied topic. The first focus under this subcategory is the incorporation of automation into tests and assessment. Two publications focused on certain automated technology on feedback, such as an Automated Written Corrective Feedback (AWCF)-based error-correction task (Ranalli) and L1 glossed feedback in automated writing evaluation (Wilken). While one study researched the effectiveness of using automated tools examining variation in syntactic complexity across genres (Polio & Yoon), another used automated assessment as a tool to investigate the role of linguistic features in L2 writing (Vajjala). There was also one study on the missing dialogic aspect of the automated evaluation system, “Criterion” (Mehrabi-Yazdi).

Four articles focused on the comparison between traditional and modern test delivery modes in terms of test takers’ performance and perception in different tests. While some conducted research on the general level of performance (Barkaoui & Knouzi; Brunfaut, Harding, & Batty; Kim, Bowles, Yan, & Chung), one study also looked into test takers’ cognitive processes (Chan, Bax, & Weir).

The use of other specific technological tools was also discussed by a few studies; they include process-tracing technologies (Ranalli, Feng, & Chunkharev-Hudilainen), software for error detection (Harvey-Scholes), screencasts in written feedback (Harper, Green, & Fernandez-Toro), and e-portfolios for assessing teachers' writing assessment literacy (Wu, T.).

Task. There were also quite a few studies focusing on task prompt and other resources that assist students’ understanding and completion of tasks. Four studies examine the effects of different types of writing prompts, such as integrated vs. independent listening/reading tasks (Cheong, Zhu, & Liao), including or excluding audience specification in the prompt (Cho & Choi), prompts specifying different rhetorical functions and the impacts on the development of critical thinking skills (Liu & Stapleton), and graphic novel with/without textual prompt (Xu & Liang). Three publications studied facilitating resources, including group discussion vs. free writing (T Nguyen, Wilfried, Tanja, & Gert), use of linguistic tools such as spelling, grammar, and reference tools (i.e., a dictionary and thesaurus) (Oh), and dynamic assessment that integrates the process of interaction (Mauludin).

Validation. There were five studies conducting validation practices on certain tests, assessment or teaching tools, or practice incorporated into a program. For instance, one study looked at English-only assessments for (Spanish-English) bilingual learners (Escamilla, Butvilofsky, & Hopewell) and another, assessment for majority and minority language skills in a bilingual (German-English) immersion program (Steinlen). Two studies addressed the use of a social networking website “Edmodo” in Arab (Al-Naibi, Al-Jabri, & Al-Kalbani) and Greek (Tsiakyroudi) contexts respectively, and one assessed the incorporation of L2 student voices in a writing program (Snyder).

Context. Three publications presented general profiles and discussions of assessment practices in different regional contexts, from a narrower context such as Egyptian universities (Ahmed & Troudi), to a broader one, such as universities in different Arab world contexts (Ahmed & Abouabdelkader), to an even more comprehensive context, such as one spanning from the 1980s onwards across the primary, secondary, & tertiary levels (Martinez, A.).

In the year 2018, the total number of publications on writing assessment was 57. Studies on formative assessment, especially feedback, automation, and other types of technology used in writing assessment, as well as rating-related research still contribute in a major way to the writing assessment scholarship and are increasing in number.

Summary and Conclusion

In 2018, with regard to L2 writers, writing strategy and motivation research still comprised much of the scholarship. More studies investigated and discussed the complex phenomenon of L2 writing in multilingual and multicultural contexts, such as how L2 writers construct and negotiate their meaning and identity between different languages and cultures and how L2 writers apply their language resources to their L2 writing. Research on the reader continued to pay attention to the role of instructor feedback, peer review, and instructor-student interaction in L2 writing. How instructors and peers as readers practice responding to students’ writing was explored in various contexts, such as digital and classroom contexts. Reader beliefs and development were investigated through examining peer review and instructor feedback on student writing. These studies view feedback as interaction or negotiation between readers and writers, thereby consolidating the reciprocal relationship between reading and writing.

L2 writing research in the area of text analysis showed a strong interest in how writers perform certain discourse and rhetorical functions through textual features. Syntactic complexity was also a focal point of several studies. It is also notable that much of the research in this area was centered on academic contexts. Scholarship on the contexts of L2 writing continued to pay attention to social and political factors that impact L2 writing. Many of the studies addressed academic contexts, with a handful focused on professional and graduate writing. There also appears to be a growing research interest in the field of L2 writing itself.

L2 writing instruction scholarship received considerable attention, particularly with regard to general pedagogical approaches and instructional strategies. Research into writing instruction seems to have been motivated by theoretical, technological, methodological, disciplinary, and demographic changes that occur both within and beyond the field of L2 writing. Interest in L2 writing assessment has seen a moderate increase. Studies on formative assessment, especially feedback, automation, and other types of technology used in writing assessment, as well as rating-related research still contribute in a major way to the writing assessment scholarship and are increasing in number.

Overall, interest in and scholarship on L2 writing studies continues to grow and to diversify with regard to topics of interest, theoretical and ideological influences, research methodologies, curricular and instructional practices, and assessment tools and technologies. This is clearly a vital and vibrant field that is achieving higher levels of expertise and sophistication and thereby becoming more able to better understand the nature of L2 writing and help L2 learners meet their writing needs.

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Kulavuz-Onal, D., & Vásquez, C. (2018). "Thanks, shokran, gracias": Translingual practices in a Facebook group. Language Learning & Technology, 22(1), 240–255.

Kupfer, C. D. (2018). Literature circles: Their effectiveness in developing literacy skills in a foreign language (Unpublished doctoral dissertation). Grand Canyon University, Phoenix, AZ.

Kurzer, K. (2018a). Dynamic written corrective feedback in developmental multilingual writing classes. TESOL Quarterly, 52(1), 5–33.

Kurzer, K. (2018b). Student perceptions of dynamic written corrective feedback in developmental multilingual writing classes. Journal of Response to Writing, 4(2), 34–68.

Kuzborska, I., & Soden, B. (2018). The construction of opposition relations in high-, middle-, and low-rated postgraduate ESL Chinese students’ essays. Journal of English for Academic Purposes, 34, 68–85.

Kwon, M., Staples, H., & Partridge, S. (2018). Source work in the first-year L2 writing classroom: Undergraduate L2 writers' use of reporting verbs. Journal of English for Academic Purposes, 34, 86–96.

Kyle, B. (2018). Merging tutoring and editing in a Chinese graduate writing center. Praxis: A Writing Center Journal, 15(3), 23–33.

Kyle, K., & Crossley, S. (2018). Measuring syntactic complexity in L2 writing using fine-grained clausal and phrasal indices. Modern Language Journal, 102(2), 333–349.

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LaScotte, D. (2018). Using writing as a scaffold to academic discussions in the foreign language classroom. English Teaching Forum, 56(4), 24–31.

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Lee, I., & Mak, P. (2018). Metacognition and metacognitive instruction in second language writing classrooms. TESOL Quarterly, 52(4), 1085–1097.

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Lehman, I. M. (2018). Authorial presence in English academic texts: A comparative study of student writing across cultures and disciplines. New York: Peter Lang.

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Liaghat, F., & Biria, R. (2018). A comparative study on mentor text modelling and common approaches to teaching writing in Iranian EFL context. International Journal of Instruction,11(3), 701–720.

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Lillis, T., & Curry, M. (2018). Trajectories of knowledge and desire: Multilingual women scholars researching and writing in academia. Journal of English for Academic Purposes, 32, 53–66.

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Luzón M. (2018b). Variation in academic writing practices: The case of reporting verbs in English medium research articles. Ibérica, 36, 171–194.

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Mardock Uman, N. (2018). A resource-oriented investigation into the community college matriculation and persistence of U.S.-educated English language learners (Unpublished doctoral dissertation). University of Nebraska, Lincoln, NE.

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Nezami Nav, S. (2018, October). Multimodal genre analysis: A lesson plan. SLW News.

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Purba, R. (2018). Improving the achievement on writing narrative text through discussion starter story technique. Advances in Language and Literary Studies, 9(1), 27–30.

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Salido, M. G., & Garcia, M. (2018). Comparing learners' and native speakers' use of collocations in written Spanish. IRAL - International Review of Applied Linguistics in Language Teaching, 56(4), 401–426.

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Sanchez-Martin, C. (2018). Teaching writing through transformation: Linguistically diverse writing teachers' enactments of linguistic diversity (Unpublished doctoral dissertation). Illinois State University, Normal, IL.

Sasaki, M. (2018). Application of diffusion of innovation theory to educational accountability: The case of EFL education in Japan. Language Testing in Asia, 8(1), 1–16.

Schicker, J. (2018). Teaching writing and grammar through critical thinking in a genre‐based upper‐level undergraduate German class. Unterrichtspraxis/Teaching German, 51(1), 63–75.

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Shvidko, E. (October, 2018b). Graduate student spotlights: Tamara Roose. SLW News

Shvidko, E. (October, 2018c). Meet the experts: An interview with professors Dwight Atkinson and Christine Tardy. SLW News.

Shvidko, E. (2018d). Writing conference feedback as moment-to-moment affiliative relationship building. Journal of Pragmatics, 127, 20–35.

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Simnitt, E. J. (2018). Novice academic authorship in the multilingual digital age (Unpublished doctoral dissertation). Indiana University of Pennsylvania, Indiana, PA.

Sitti Rachmie, M., Siswanto, W., & Pratiwi, Y. (2018). The literacies effectiveness of short story writing learning model. Journal of Language Teaching and Research, 9(2), 391–397.

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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.

Yachao Sun is a PhD candidate in second language studies in the Department of English at Purdue University, where he also teaches introductory composition courses.His research interests include second language writing, translingual studies, corpus linguistics, and world Englishes.

Kyle Lucas is a PhD student in the Second Language Studies Program at Purdue. His research interests include second language writing, the relationship between critical thinking and academic writing, genre analysis, and English for specific purposes (ESP) in academic contexts. One of his recent research projects involved developing a curriculum for teaching philosophy to second language students.

Parva Panahi is a PhD candidate in the Second Language Studies Program at Purdue University. Her academic studies at Purdue are mainly focused on second language writing, and her particular areas of interest include the internationalization of writing programs, teaching writing to multilingual students, the development of linguistically and culturally responsive curricula in first-year writing programs, and the development of intercultural competence in composition courses. 

Qiusi Zhang is a second-year PhD student in the Second Language Studies Program at Purdue University. Her research interests include second language writing and language testing and assessment. Qiusi has taught first-year composition at Purdue for 2 years and is currently working as a testing office assistant. Born and raised in China, Qiusi received both her Bachelor’s and Master’s degrees from Qingdao University, China, and taught English in her mother country for 4 years before pursuing her PhD degree in the United States