Languaging in story rewriting tasks by Chinese EFL students

References

• Brooks, L., & Swain, M. (2009). Language in collaborative writing: Creation and response to expertise. In A. Mackey and C. Polio (Eds.), Multiple perspectives on interaction: Second language research in honor of Susan M. Gass (pp. 58–89). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Chi, M.T.H., Bassok, M., Lewis, M.W., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13, 145–182.
   Web of Science ®Google Scholar
• Cohen, A.D. (1983). Reformulating second-language compositions: A potential source of input for the learner (ERIC ED 228 886). Educational Resources Information Center. Retrieved from files.eric.ed.gov/fulltext/ED228866.pdf
   Google Scholar
• Cumming, A. (1989). Writing expertise and second-language proficiency. Language Learning, 39, 81–141.
   Web of Science ®Google Scholar
• Cumming, A. (1990). Metalinguistic and ideational thinking in second language composing. Written Communication, 7, 482–511.
   Web of Science ®Google Scholar
• Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 33–56). Norwood, NJ: Ablex.
   Google Scholar
• Ferris, D. (2010). Second language writing research and written corrective feedback in SLA: Intersections and practical applications. Studies in Second Language Acquisition, 32, 181–201.
   Web of Science ®Google Scholar
• Hanaoka, O., & Izumi, S. (2012). Noticing and uptake: Addressing pre-articulated covert problems in L2 writing. Journal of Second Language Writing, 21, 332–347.
   Web of Science ®Google Scholar
• McDonough, K. (2004). Learner-learner interaction during pair and small group activities in a Thai EFL context. System, 32, 207–224.
   Google Scholar
• Niu, R. (2009). Effect of task-inherent production modes on EFL learners’ focus on form. Language Awareness, 18, 384–402.
   Web of Science ®Google Scholar
• Pieson, H., Kumar, S., Lin, Z., & Neu, P. (2007). New perspective graduate series reading, writing and rhetoric for the 21st century. Beijing: Higher Education Press.
   Google Scholar
• Riley, P. (2009). Shifts in beliefs about second language learning. RELC Journal, 40, 102–124.
   Google Scholar
• Storch, N. (2002). Patterns of interaction in ESL pair work. Language Learning, 52, 119–158.
   Web of Science ®Google Scholar
• Storch, N. (2011). Collaborative writing in L2 contexts: Processes, outcomes, and future directions. Annual Review of Applied Linguistics, 31, 275–288.
   Web of Science ®Google Scholar
• Storch, N. (2013). Collaborative writing in L2 classrooms. Toronto: Multilingual Matters.
   Google Scholar
• Swain, M. (1995). Three functions of output in second language learning. In G. Crook & B. Seidlhofer (Eds.), Principles and practices in applied linguistics: Studies in honour of H. Widdowson (pp. 125–144). Oxford: Oxford University Press.
   Google Scholar
• Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J.P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97–114). Oxford: Oxford University Press.
   Google Scholar
• Swain, M. (2006). Languaging, agency and collaboration in advanced second language proficiency. In B. Heidi (ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 95–108). New York, NY: Continuum.
   Google Scholar
• Swain, M., & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal, 82, 320–337.
   Web of Science ®Google Scholar
• Swain, M., & Lapkin, S. (2002). Talking it through: Two French immersion students’ response to reformulation. International Journal of Educational Research, 37, 285–304.
   Google Scholar
• Swain, M., Lapkin, S., Knouzi, I., Suzuki, W., & Brooks, L. (2009). Languaging: University students learn the grammatical concept of voice in French. The Modern Language Journal, 93, 5–29.
   Web of Science ®Google Scholar
• Tocalli-Beller, A., & Swain, M. (2005). Reformulation: The cognitive conflict and L2 learning it generates. International Journal of Applied Linguistics, 15, 5–28.
   Google Scholar
• Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
   Google Scholar
• Vygotsky, L.S. (1987). Thinking and speech. In R. W. Rieber & A. S. Carton (Eds.), The collected works of L. S. Vygotsky: Vol. 1: Problems of general psychology (pp. 39–285). New York, NY: Plenum.
   Google Scholar
• Wang, W., & Wen, Q. (2002). L1 use in the L2 composing process: An exploratory study of 16 Chinese EFL writers. Journal of Second Language Writing, 11, 225–246.
   Web of Science ®Google Scholar
• Watanabe, Y., & Swain, M. (2007). Effects of proficiency differences and patterns of pair interaction on second language learning: Collaborative dialogue between adult ESL learners. Language Teaching Research, 11, 121–142.
   Web of Science ®Google Scholar
• Watanabe, Y. (2008). Peer–peer interaction between L2 learners of different proficiency levels: Their interactions and reflections. The Canadian Modern Language Review, 64, 605–635.
   Web of Science ®Google Scholar
• Whalen, K., & Mènard, N. (1995). L1 and L2 writers’ strategic and linguistic knowledge: A model of multiple-level discourse processing. Language Learning, 44, 381–418.
   Web of Science ®Google Scholar
• Yang, L. (2008). From group talk to group writing. In D. Belcher & A. Hirvela (Ed.), The oral-literate connection: Perspectives on L2 speaking, writing, and other media interactions (pp. 139–167). Michigan: University of Michigan Press.
   Google Scholar
• Yang, L., & Zhang, L. (2010). Exploring the role of reformulations and a model text in EFL students’ writing performance. Language Teaching Research, 14, 141–160.
   Web of Science ®Google Scholar
• Yang, L., & Gao, S. (2013). Beliefs and practices of Chinese university teachers in EFL writing instruction. Language, Culture and Curriculum, 26, 128–145.
   Web of Science ®Google Scholar