Understanding text-based studies of linguistic development through goals for academic writing

References

• Barkaoui, K. (2016). What and when second language learners revise when responding to timed writing tasks on the computer: The roles of task type, second language proficiency, and keyboarding skills. The Modern Language Journal, 100(1), 320–340. https://doi.org/10.1111/modl.12316
   Web of Science ®Google Scholar
• Barkaoui, K., & Fei, J. (2006). Students’ and instructors’ assessments of the attainment of writing goals. In A. Cumming (Ed.), Goals for academic writing: ESL students and their instructors (pp. 90–107). John Benjamins.
   Google Scholar
• Bitchener, J., & Knoch, U. (2010). The contribution of written corrective feedback to language development: A ten month investigation. Applied Linguistics, 31(2), 193–214. https://doi.org/10.1093/applin/amp016
   Web of Science ®Google Scholar
• Brooks, L., & Swain, M. (2009). Languaging in a collaborative setting. In A. Mackey & C. Polio (Eds.), Multiple perspectives on interaction: Second language research in honor of Susan M. Gass. (pp. 58–89). Taylor & Francis/Routledge.
   Google Scholar
• Bulté, B., & Housen, A. (2014). Conceptualizing and measuring short-term changes in L2 writing complexity. Journal of Second Language Writing, 26, 42–65.
   Web of Science ®Google Scholar
• Caplan, N. (2019). Learning through language: A response to Polio, “Keeping the language in second language classes”. Journal of Second Language Writing, 46, 100677. https://doi.org/10.1016/j.jslw.2019.100677
   Web of Science ®Google Scholar
• Connor-Linton, J., & Polio, C. (2014). Comparing perspectives on L2 writing: Multiple analyses of a common corpus: Introduction. Journal of Second Language Writing, 23, 1–9.
   Web of Science ®Google Scholar
• Cortes, V. (2019). Considering the importance of L2 learners’ writing needs. Journal of Second Language Writing, 46, 100679. https://doi.org/10.1016/j.jslw.2019.100679
   Web of Science ®Google Scholar
• Cumming, A. (2006). Goals for academic writing: ESL students and their instructors. John Benjamins.
   Google Scholar
• Godfrey, L., Treacy, C., & Tarone, E. (2014). Change in French second language writing in study abroad and domestic contexts. Foreign Language Annals, 47(1), 48–65. https://doi.org/10.1111/flan.12072
   Web of Science ®Google Scholar
• Hayes, J. R. (2012). Modeling and remodeling writing. Written Communication, 29(3), 369–388. https://doi.org/10.1177/0741088312451260
   Web of Science ®Google Scholar
• Knoch, U., Rouhshad, A., Oon, S. P., & Storch, N. (2015). What happens to ESL students’ writing after three years of study at an English medium university? Journal of Second Language Writing, 28, 39–52. https://doi.org/10.1016/j.jslw.2015.02.005
   Web of Science ®Google Scholar
• Knoch, U., Rouhshad, A., & Storch, N. (2014). Does the writing of undergraduate ESL students develop after one year of study in an English-medium university? Assessing Writing, 21, 1–17. https://doi.org/10.1016/j.asw.2014.01.001
   Web of Science ®Google Scholar
• Kurzer, K. (2018). Dynamic written corrective feedback in developmental multilingual writing classes. TESOL Quarterly, 52(1), 5–33. https://doi.org/10.1002/tesq.366
   Web of Science ®Google Scholar
• Leijten, M., & Van Waes, L. (2013). Keystroke logging in writing research using Inputlog to analyze and visualize writing processes. Written Communication, 30(3), 358–392. https://doi.org/10.1177/0741088313491692
   Web of Science ®Google Scholar
• Li, D., & Zhang, L. (2021). Contextualizing feedback in L2 writing: The role of teacher scaffolding. Language Awareness, 1–23, in press. https://doi.org/10.1080/09658416.2021.1931261
   Google Scholar
• Manchón, R. M., & Roca de Larios, J. (2007). On the temporal nature of planning in L1 and L2 composing. Language Learning, 57(4), 549–593. https://doi.org/10.1111/j.1467-9922.2007.00428.x
   Web of Science ®Google Scholar
• Mazgutova, D., & Kormos, J. (2015). Syntactic and lexical development in an intensive English for Academic Purposes programme. Journal of Second Language Writing, 29, 3–15. https://doi.org/10.1016/j.jslw.2015.06.004
   Web of Science ®Google Scholar
• Polio, C. (2012). The relevance of second language acquisition theory to the written error correction debate. Journal of Second Language Writing, 21(4), 375–389.
   Web of Science ®Google Scholar
• Polio, C. (2019). Keeping the language in second language writing classes. Journal of Second Language Writing, 46, 100675. https://doi.org/10.1016/j.jslw.2019.100675
   Web of Science ®Google Scholar
• Polio, C., Fleck, C., & Leder, N. (1998). “If I only had more time:” ESL learners’ changes in linguistic accuracy on essay revisions. Journal of Second Language Writing, 7(1), 43–68. https://doi.org/10.1016/S1060-3743(98)90005-4
   Google Scholar
• Polio, C., & Shea, M. C. (2014). An investigation into current measures of linguistic accuracy in second language writing research. Journal of Second Language Writing, 26, 10–27. https://doi.org/10.1016/j.jslw.2014.09.003
   Web of Science ®Google Scholar
• Roquet, H., & Perez-Vidal, C. (2017). Do productive skills improve in content and language integrated learning contexts? The case of writing. Applied Linguistics, 38(4), 489–511.
   Web of Science ®Google Scholar
• Serrano, R. (2011). The effect of program type and proficiency level on learners’ written production. Revista Española de Lingüística Aplicada, 24, 211–226.
   Web of Science ®Google Scholar
• Shintani, N. (2019). Potentials of writing-to-learn-language activities from second language acquisition research. Journal of Second Language Writing, 46, 100676. https://doi.org/10.1016/j.jslw.2019.100676
   Web of Science ®Google Scholar
• Storch, N. (2009). The impact of studying in a second language (L2) medium university on the development of L2 writing. Journal of Second Language Writing, 18(2), 103–118. https://doi.org/10.1016/j.jslw.2009.02.003
   Web of Science ®Google Scholar
• Storch, N., & Tapper, J. (2009). The impact of an EAP course on postgraduate writing. Journal of English for Academic Purposes, 8(3), 207–233. https://doi.org/10.1016/j.jeap.2009.03.001
   Google Scholar
• Vyatkina, N. (2012). The development of second language writing complexity in groups and individuals: A longitudinal learner corpus study. The Modern Language Journal, 96(4), 576–598. https://doi.org/10.1111/j.1540-4781.2012.01401.x
   Web of Science ®Google Scholar
• Williams, J. (2012). The potential role(s) of writing in second language development. Journal of Second Language Writing, 21(4), 321–331.
   Web of Science ®Google Scholar
• Yang, L. (2006). Nine Chinese students writing in Canadian university courses. In A. Cumming (Ed.), Goals for academic writing: ESL students and their instructors (pp. 73–89). John Benjamins.
   Google Scholar
• Yoon, H., & Polio, C. (2017). The linguistic development of students of English as a Second Language in two written genres. TESOL Quarterly, 51(2), 275–301. https://doi.org/10.1002/tesq.296
   Web of Science ®Google Scholar
• Zhou, A. A. (2009). What adult ESL learners say about improving grammar and vocabulary in their writing for academic purposes. Language Awareness, 18(1), 31–46. https://doi.org/10.1080/09658410802307923
   Web of Science ®Google Scholar
• Zhou, A. A., Busch, M., & Cumming, A. (2014). Do adult ESL learners’ and their teachers’ goals for improving grammar in writing correspond? Language Awareness, 23(3), 234–254. https://doi.org/10.1080/09658416.2012.758127
   Web of Science ®Google Scholar