Part 1 Introduction
Chapter 1
L2 writing and language learning
Rosa M. Manchón and Charlene Polio
Part 2 Theoretical Perspective
Chapter 2
Theoretical perspectives on L2 writing, corrective feedback, and language learning in individual writing conditions
Ron Leow and Bo Ram Suh
Chapter 3
Theoretical perspectives on L2 writing and language learning in collaborative writing and the collaborative processing of written corrective feedback
Neomy Storch
Part 3 Core Issues: Tasks and Writing
Chapter 4
Task effects across modalities
Roger Gilabert and Olena Vasylets
Chapter 5
Task complexity studies
Mark Johnson
Part 4 Core Issues: Language Processing
Chapter 6
L2 writing processes and language learning in individual and collaborative conditions
Marije Michel, Laura Stiefenhöfer, Marjolijn Verspoor, and Rosa M. Manchón
Chapter 7
Learners' engagement with written corrective feedback in individual and collaborative L2 writing conditions
Julio Roca de Larios and Yvette Coyle
Part 5 Core Issues: Language Transfer and Writing
Chapter 8
Transfer, writing, and SLA: L2 writing as a multilingual event
Rob Schoonen and Sanne van Vuuren
Chapter 9
Multicompetence and L2 writing
Guillaume Gentil
Part 6 Core Issues: The Role of Individual Differences
Chapter 10
Age-related differences in L2 written performance and written corrective feedback processing and use
Yvette Coyle and Julio Roca de Larios
Chapter 11
The role of cognitive individual differences in L2 writing performance and written corrective feedback processing and use
Mohammad Javed Ahmadian and Olena Vasylets
Chapter 12
The role of motivational and affective factors in L2 writing performance and written corrective feedback processing and use
Mostafa Papi
Part 7 Core Issues: Writing Research, Corrective Feedback, and Language Development
Chapter 13
L2 writing and grammar development
Charlene Polio
Chapter 14
L2 writing and vocabulary development
Kris Kyle
Chapter 15
L2 writing and formulaic language: Formulaic chunks and lexical bundles
Hyung-Jo Yoon
Chapter 16
Written corrective feedback: Short-term and long-term effects on language learning
EunYoung Kang and ZhaoHong Han
Chapter 17
The role of language in assessing L2 writing
Lia Plakans and Renka Ohta
Core Issues: Writing Research in Different Contexts
Chapter 18
Learning and teaching L2 writing in content and language integrated learning (CLIL) contexts
Carmen Pérez-Vidal and David Lasagabaster
Chapter 19
L2 writing in study-abroad contexts
Cristi Killingsworth Vallejos and Cristina Sanz
Chapter 20
L2 writing and language learning in academic settings
Nigel Caplan
Chapter 21
L2 writing and language learning in electronic environments
Scott Aubrey and Natsuko Shintani
Part 3 Expanding research agendas
Chapter 22
Directions for future research on L2 writing, language learning, and instructed SLA
Ron Leow and Rosa Manchón
Chapter 23
Directions for future research on attention and L2 writing
Sean Izumi and Osamu Hanaoka
Chapter 24
Directions for future research on SLA, L2 writing, and multimodality
Jungmin Lim and Matthew Kessler
Chapter 25
Directions for future methodologies to capture the processing dimension of L2 writing and written corrective feedback
Andrea Révész, Xiaojun Lu, and Ana Pellicer- Sánchez
Chapter 26
Directions for future use of existing corpora in the study of L2 writing
Shelley Staples, Adriana Picoral, Aleksey Novikov, and Bruna Sommer-Farias
Chapter 27
Directions for future automated analyses of L2 written texts
Xiaofei Lu
Part 4 Coda
Chapter 28
Implications of SLA-oriented research for the teaching of L2 writing
Dana Ferris
