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Tony Silva
Yachao Sun
Kyle Lucas
Parva Panahi
Lazajani
Qiusi Zhang
NOVEMBER 2019
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ARTICLES
SCHOLARSHIP ON L2 WRITING IN 2018: THE YEAR IN REVIEW
Tony Silva, Yachao Sun, Kyle Lucas, Parva Panahi Lazajani, Qiusi Zhang, Purdue University,
West Lafayette, Indiana, USA
Increased interest in the study of second language (L2) writing
has resulted in an ever- increasing rate of publication in this area
of study, making it challenging for L2 writing professionals to
stay up to date with the relevant research. In 2018 alone, we
located more than 380 publications focused exclusively on L2
writing. In order to help L2 writing professionals stay abreast of
current developments in the field, we provide below an overview
and synthesis of scholarship on L2 writing published last year.
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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El Meysarah, C. (2018). The analysis of Purdue Online Writing Labs as second
language writing support tools. Journal of English Language Teaching and Linguistics,
3(1), 11–19.
Ene, E. & Upton. T.A. (2018). Synchronous and asynchronous teacher electronic
feedback and learner uptake in ESL composition. Journal of Second Language Writing,
41, 1–13.
Escamilla, K., Butvilofsky, S., & Hopewell, S. (2018). What gets lost when English-only
writing assessment is used to assess writing proficiency in Spanish-English emerging
bilingual learners? International Multilingual Research Journal, 12(4), 221–236.
Eslami, M., Shaker, M., & Rakhshandehroo, F. (2018). Rhetorical Preferences in Persian
Writing. Theory and Practice in Language Studies, 8(1), 83–91.
Eubanks, J., Yeh, H., & Tseng, H. (2018). Learning Chinese through a twenty-first
century writing workshop with the integration of mobile technology in a language
immersion elementary school. Computer Assisted Language Learning, 31(4), 346–366.
Fanani, A. (2018). The implementation of genre-based approach in teaching writing.
Jurnal SMART, 4(2), 132–141.
Farahani, A., & Faryabi, F. (2018). The role of self-regulated learning capacities in
Iranian EFL undergraduates’ argumentative writing task performance. Research in
English Language Pedagogy, 5(2), 203–222.
Farley, A. (2018). NNES RAs: How ELF RAs inform literacy brokers and English for
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Ferris, D. (2018). They said I have a lot to learn how teacher feedback influences
advanced university students' views of writing. Journal of Response to Writing, 4(2), 4–
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Finn, H. (2018). Articulating struggle: ESL students’ perceived obstacles to success in a
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Frankenberg-Garcia, A. (2018). Investigating the collocations available to EAP writers.
Journal of English for Academic Purposes, 35, 93–104.
Fuentes, R., & Gómez Soler, I. (2018). Foreign language faculty’s appropriation of an
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Fuster-Márquez, M. & Gregori-Signes, C. (2018). Learning from learners: A non-
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Innovation in Language Learning and Teaching, 12(2), 164–176.
Gánem‐Gutiérrez, G., & Gilmore, A. (2018). Tracking the real‐time evolution of a writing
event: Second language writers at different proficiency levels. Language Learning,
68(2), 469–506.
Gatti, A., & O'Neill, T. (2018). Writing proficiency profiles of heritage learners of Chinese,
Korean, and Spanish. Foreign Language Annals, 51(4), 719–737.
Gevers, J. (2018a). Recognizing the complexities of linguistic social justice: The author
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Gevers, J. (2018b). Translingualism revisited: Language difference and hybridity in L2
writing. Journal of Second Language Writing, 40, 73–83.
Ghufron, M. A., & Ermawati, S. (2018). The strengths and weaknesses of cooperative
learning and problem-based learning in EFL writing class: Teachers' and students'
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Gillanders, C. (2018). "¿Cómo Lo Escribo en Inglés o en Español?" Writing in dual-
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Gilliland, B., Oyama, A., & Stacey, P. (2018). Second language writing in a MOOC:
Affordances and missed opportunities. TESL-EJ, 22(1).
Godwin-Jones, R. (2018). Second language writing online: An update. Language
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Gonzalez, E. F. (2018). The impact of assessment training on English as a foreign
language university professors' classroom writing assessment: Reported practice and
perceptions (Unpublished doctoral dissertation). University of Southampton,
Southampton, UK.
Goodspeed, L. (2018). In others' words: Learner practices and perspectives of textual
borrowing in the foreign language classroom. Unpublished doctoral dissertation
(University of Wisconsin-Madison), Madison, WI.
Gu, Q. (2018). The listen-to-write approach proposed for EFL teachers of college
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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
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