oa Review of Manchón (2020): Writing and Language Learning. Advancing Research Agendas

References

1. Biber, D.
   (2011) Should we use characteristics of conversation to measure grammatical complexity in L2 writing development ?TESOL Quarterly, 45(1), 5–35. 10.5054/tq.2011.244483
   https://doi.org/10.5054/tq.2011.244483 [Google Scholar]
2. Bygate, M.
   (2018) Learning language through task repetition. Amsterdam/Philadelphia: John Benjamins. 10.1075/tblt.11
   https://doi.org/10.1075/tblt.11 [Google Scholar]
3. Cumming, A.
   (1990) Expertise in evaluating second language proficiency. Language Learning, 391, 81–141. 10.1111/j.1467‑1770.1989.tb00592.x
   https://doi.org/10.1111/j.1467-1770.1989.tb00592.x [Google Scholar]
4. Gilabert, R.
   (2007) Effects of manipulating task complexity on self-repairs during L2 production. IRAL, 451, 215–240. 10.1515/iral.2007.010
   https://doi.org/10.1515/iral.2007.010 [Google Scholar]
5. Harklau, L.
   (2002) The role of writing is classroom second language acquisition. Journal of second language writing, 111, 329–350. 10.1016/S1060‑3743(02)00091‑7
   https://doi.org/10.1016/S1060-3743(02)00091-7 [Google Scholar]
6. Laufer, B. & Hulstijn, J.
   (2001) Incidental vocabulary acquisition in a second language. The construct of task-induced involvement. Applied Linguistics, 221, 1–26. 10.1093/applin/22.1.1
   https://doi.org/10.1093/applin/22.1.1 [Google Scholar]
7. Leow, R. P.
   (2015) Explicit leaning in the L2 classroom: A student-centered approach. New York: Routledge. 10.4324/9781315887074
   https://doi.org/10.4324/9781315887074 [Google Scholar]
8. Manchón, R. M. & Roca De Larios, J.
   (2007) Writing-to-learn in instructed language learning contexts. InE. A. Soler & M. P. S. Jorda, eds.Intercultural language use and language learning, 101–121. Berlin: Springer. 10.1007/978‑1‑4020‑5639‑0_6
   https://doi.org/10.1007/978-1-4020-5639-0_6 [Google Scholar]
9. Nitta, R. & Baba, K.
   (2014) Task repetition and LE writing development: A longitudinal study from a dynamic systems perspective. InH. Byrnes & R. M. Manchón, eds.Task-based language learning. Insights from L2 writing, 285–316. Amsterdam: John Benjamins.
   [Google Scholar]
10. Ong, J. & Zhang, L. J.
    (2013) Effects ofthe manipulation of cognitive processes on EFL writers’ text quality. TESOL Quarterly, 47(2), 375–398. 10.1002/tesq.55
    https://doi.org/10.1002/tesq.55 [Google Scholar]
11. Storch, N.
    (2009) The nature of pair interaction. Learners’ interaction in an ESL class: its nature and impact on grammatical development. Saarbrücken: VDM Verlag.
    [Google Scholar]