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Chapter 4. Writing to learn the language
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Chapter 4. Writing to learn the language (2011)Chapter 4. Writing to learn the languageFacilitator or thinking inhibitor: understanding the role of ChatGPT-generated written corrective feedback in language learning (2024)Facilitator or thinking inhib…Model texts in collaborative and individual writing among EFL children: noticing, incorporations, and draft quality (2021)Model texts in collaborative …Give me a second chance (2021)Give me a second chanceEffects of proficiency and collaborative work on child EFL individual dictogloss writing (2021)Effects of proficiency and co…A theoretically-grounded classification of EFL children’s formulation strategies in collaborative writing (2021)A theoretically-grounded clas…Why only feedback? Including feed up and feed forward improves non-linguistic aspects of L2 writing (2020)Why only feedback? Including …Child EFL grammar learning through a collaborative writing task (2020)Child EFL grammar learning th…The Effect of Unfocused Direct and Indirect Written Corrective Feedback on Rewritten Texts and New Texts: Looking into Feedback for Accuracy and Feedback for Acquisition (2019)The Effect of Unfocused Direc…LANGUAGE REFLECTION FOSTERED BY INDIVIDUAL L2 WRITING TASKS (2019)LANGUAGE REFLECTION FOSTERED …Collaborative Writing (2018)Collaborative WritingThe differential effects of collaborative vs. individual prewriting planning on computer-mediated L2 writing: transferability of task-based linguistic skills in focus (2017)The differential effects of c…7. Thai EFL learners’ interaction during collaborative writing tasks and its relationship to text quality (2016)7. Thai EFL learners’ interac…The internal dimension of tasks (2014)The internal dimension of tas…Task-based language learning (2014)Task-based language learningTask complexity and linguistic performance in advanced college-level foreign language writing (2014)Task complexity and linguisti…ZPD-activated languaging and collaborative L2 writing (2013)ZPD-activated languaging and …Mind in Society: The Development of Higher Psychological Processes (1978)Fundamental Considerations in Language Testing (1991)The Cultural Origins of Human Cognition (2000)Collaborative writing and process writing approach: The effect and students perception (2020)Effects of peer collaboration on EFL learners’ comprehension of conversational implicatures (2020)Contextualizing feedback in L2 writing: the role of teacher scaffolding (2021)Handbook of research on teaching (1986)Genre analysis : English in academic and research settings. By John M. Swales (Cambridge applied linguistics series.) Cambridge & New York: Cambridge University Press, 1990. Pp. 260. Cloth $34.50, paper $15.95. (1993)A Cognitive Approach to Language Learning (1999)THE DISTINCTIVE NATURE OF TASK REPETITION IN WRITING. IMPLICATIONS FOR THEORY, RESEARCH, AND PEDAGOGY (2014)Similar prompts may not be similar in the performance they elicit: Examining fluency, complexity, accuracy, and lexis in narratives from five picture prompts (2015)ON THE SCOPE OF OUTPUT IN SLA (2020)A Cognitive Process Theory of Writing (1981)TASK-BASED LANGUAGE LEARNING AND TEACHING (2004)Handbook of Writing Research (2005)Task preparedness and L2 written production: Investigating effects of planning modes on L2 learners’ focus of attention and output (2021)Task repetition and corrective feedback via models and direct corrections among young EFL writers: Draft quality and task motivation (2022)The Role of the Linguistic Environment in Second Language Acquisition (1996)Focus on form in classroom second language acquisition (1998)How Big Is “Big”? Interpreting Effect Sizes in L2 Research (2014)Exploring the benefits of collaborative prewriting in a Thai EFL context (2018)Understanding L1 and L2 interaction in collaborative writing: A lexico-grammatical analysis (2019)Collaborative writing based on generative AI models: Revision and deliberation processes in German as a foreign language (2025)Thought and language (1962)The Role of Consciousness in Second Language Learning1 (1990)An ISLA perspective on L2 learning through writing (2020)The relationship of proficiency to speed fluency, pausing, and eye-gaze behaviours in L2 writing (2022)Error feedback in L2 writing classes (2001)The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing (2003)Feedback on second language students' writing (2006)The effect of highly focused versus mid-focused written corrective feedback on EFL learners’ explicit and implicit knowledge development (2021)Investigating synchronous and asynchronous written corrective feedback in a computer-assisted environment: EFL learners’ linguistic performance and perspectives (2024)THE ROLE OF TUTORING IN PROBLEM SOLVING * (1976)Exploring peer support among young learners during regular EFL classroom lessons (2023)Focused Task-Based Peer Interaction in the Young EFL Classroom: Enhancing Explicit Knowledge and Production of Present Continuous (2025)A theory of goal setting & task performance (1990)The Power of Feedback (2007)Handbook of Motivation at School (2009)The Effects of Praise for Effort versus Praise for Intelligence on Psychological Aspects of L2 Writing among English-Majoring University Students (2021)‘Take me to a virtual trip if you want me to write better!’: the impact of Google Expeditions on EFL learners’ writing motivation and performance (2022)Understanding Chinese EFL learners’ anxiety in second language writing for the sustainable development of writing skills (2022)Communicative competence : Some roles of comprehensible input and comprehensible output in its development (1985)Interaction and Second Language Learning: Two Adolescent French Immersion Students Working Together (1998)Are EFL Writers Motivated or Demotivated by Model Texts and Task Repetition? Evidence from Young Collaborative Writers (2021)Models in collaborative writing among CLIL learners of English in primary school: Linguistic outcomes and motivation matters (2022)Exploring the use of model texts as a feedback instrument in expository writing: EFL learners’ noticing, incorporations, and text quality (2024)The CHILDES project: tools for analyzing talk (1992)The CHILDES Project: Tools for analyzing talk . By Brian MacWhinney. Hillsdale, NJ: Erlbaum, 1991. Pp. xi, 360. Cloth $59.95, paper $24.95. (1994)
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  • 2013ZPD-activated languaging and collaborative L2 writing39 cited
  • 2019The Effect of Unfocused Direct and Indirect Written Corrective Feedback on Rewritten Texts and New Texts: Looking into Feedback for Accuracy and Feedback for Acquisition39 cited
  • 2020Child EFL grammar learning through a collaborative writing task38 cited
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  • 2019LANGUAGE REFLECTION FOSTERED BY INDIVIDUAL L2 WRITING TASKS30 cited
  • 2021Give me a second chance29 cited
  • 2021A theoretically-grounded classification of EFL children’s formulation strategies in collaborative writing24 cited
  • 2018Collaborative Writing24 cited
  • 2024Facilitator or thinking inhibitor: understanding the role of ChatGPT-generated written corrective feedback in language learning

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23 cited
  • 2014Task complexity and linguistic performance in advanced college-level foreign language writing23 cited
  • 2017The differential effects of collaborative vs. individual prewriting planning on computer-mediated L2 writing: transferability of task-based linguistic skills in focus23 cited