L2 writing-to-learn

Abstract

Abstract Given the current contextual focus on the cognitive processes employed during L2 written production in ISLA with a focus on L2 writing-to-learn in relation to written corrective feedback (WCF), this chapter provides (1) a description of the curricular context in which the writing-to-learn perspective lies, together with its associated learning outcomes and assumed pedagogical ramifications derived from empirical research; (2) a succinct review of theoretical underpinnings postulated to account for cognitive processes employed during the phase of addressing WCF; (3) a critical report of L2 WCF studies premised on these underpinnings, their curricular association, and potential pedagogical extrapolations; and (4) a curricular approach that involves potential directions for future research premised on understanding and promoting such processes during this writing process in relation to L2 development.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 51 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.