Citations (20)
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Dongying Li & Lian Zhang. (2022) Contextualizing feedback in L2 writing: the role of teacher scaffolding. Language Awareness 31:3, pages 328-350.
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Giulia Messina Dahlberg & Sangeeta Bagga-Gupta. (2019) On the quest to “go beyond” a bounded view of language. Research in the intersections of the Educational Sciences, Language Studies and Deaf Studies domains 1997–2018. Deafness & Education International 21:2-3, pages 74-98.
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Junya Fukuta, Yu Tamura & Yusaku Kawaguchi. (2019) Written languaging with indirect feedback in writing revision: is feedback always effective?. Language Awareness 28:1, pages 1-14.
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Claudio Scarvaglieri. (2017) ‘Educational Landscaping’: a method for raising awareness about language and communication. Language Awareness 26:4, pages 325-342.
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Ruth Swanwick. (2017) Translanguaging, learning and teaching in deaf education. International Journal of Multilingualism 14:3, pages 233-249.
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Masako Ishikawa. (2015) Metanotes (written languaging) in a translation task: do L2 proficiency and task outcome matter?. Innovation in Language Learning and Teaching 9:2, pages 115-129.
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Articles from other publishers (14)
Afsheen Rezai, Ehsan Namaziandost & Gholam Hossein Hosseini. (2023) Impact of online self-assessing metacognitive strategies accompanied with written languaging on cultivating Iranian IELTS candidates’ listening comprehension. Smart Learning Environments 10:1.
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Elnaz Keshanchi, Natasha Pourdana & Gholamhassan Famil Khalili. (2022) Differential Impacts of Pair and Self-Dynamics on Written Languaging Attributes and Translation Task Performance in EFL Context英語學習中配對與自我鷹架動態書面言語之比較. English Teaching & Learning 47:2, pages 173-194.
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Chili Li, Bingjie Liu & Xiaoxue Wang. (2023) A scoping review of research on languaging in second language education. Heliyon 9:5, pages e16300.
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Pooneh Kazemi, Natasha Pourdana, Gholamhassan Famil Khalili & Payam Nour. (2022) Microgenetic analysis of written languaging attributes on form-focused and content-focused e-collaborative writing tasks in Google Docs. Education and Information Technologies 27:8, pages 10681-10704.
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Yoon-Kyoung Kim & Tae-Young Kim. (2021) Motivational languaging intervention for L2 learners: The differential effect of individual and group writing. Language Teaching Research, pages 136216882110114.
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Jinfen Xu & Zaibo Long. (2021) Sociocultural Theory and L2 Learning. Language and Sociocultural Theory 7:2, pages 202-222.
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Ruiying Niu & Xiaoye You. (2019) Effects of Indirect Corrective Feedback With and Without Written Languaging on L2 Written Accuracy: A Multitask Intervention Study. The Asia-Pacific Education Researcher 29:4, pages 343-351.
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Jill A. Boggs. (2019) Effects of teacher-scaffolded and self-scaffolded corrective feedback compared to direct corrective feedback on grammatical accuracy in English L2 writing. Journal of Second Language Writing 46, pages 100671.
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Masako Ishikawa. (2018) Written languaging, learners’ proficiency levels and L2 grammar learning. System 74, pages 50-61.
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Maide Yılmaz. (2016) Improving Turkish EFL Learners⿿ Writing Accuracy: Effects of Written Languaging and Languaging Type. Procedia - Social and Behavioral Sciences 232, pages 413-420.
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Masako Ishikawa & Wataru Suzuki. (2016) The effect of written languaging on learning the hypothetical conditional in English. System 58, pages 97-111.
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