| Genre-based L2 writing instruction and writing-specific psychological factors: The dynamics of change |
14 |
| Investigating written corrective feedback: (Mis)alignment of teachers' beliefs and practice |
10 |
| Scaffolding genre knowledge and metacognition: Insights from an L2 doctoral research writing course |
10 |
| Digital multimodal composing and investment change in learners' writing in English as a foreign language |
9 |
| Developing an authorial voice in PhD multilingual student writing: The reader's perspective |
8 |
| Re-writing the doctorate: New contexts, identities, and genres |
7 |
| Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes: An analysis of journal submission guidelines |
7 |
| Translingualism revisited: Language difference and hybridity in L2 writing |
7 |
| Towards a quantitative model of understanding the dynamics of collaboration in collaborative writing |
6 |
| Identity, voice and agency in two EAL doctoral writing contexts |
5 |
| Students' practices and abilities for writing from sources in English at universities in China |
5 |
| Synchronous and asynchronous teacher electronic feedback and learner uptake in ESL composition |
5 |
| Analysis of the empirical research in the journal of second language writing at its 25th year (1992-2016) |
5 |
| Identifying the trajectories of young EFL learners across multi-stage writing and feedback processing tasks with model texts |
4 |
| So and so says, states and argues: A corpus-assisted engagement analysis of reporting verbs |
4 |
| The role of working memory in young second language learners' written performances |
4 |
| Anguish and anxiety, stress and strain: Attending to writers' stress in the dissertation process |
4 |
| Using lexical bundles as a tool to analyze definite article use in L2 academic writing: An exploratory study |
4 |
| Role Reversals: A Case Study of Dialogic Interactions and Feedback on L2 Writing |
3 |
| A matter of facts: L2 writers' use of evidence and evaluation in biographical essays |
3 |
| The impact of face-to-face oral discussion and online text-chat on L2 Chinese writing |
3 |
| Teaching multilingual learners in Canadian writing-intensive classrooms: Pedagogy, binaries, and conflicting identities |
3 |
| The associations between working memory and the effects of four different types of written corrective feedback |
3 |
| Writing in young bilingual children: Review of research |
3 |
| Syntactic complexity and writing quality in assessed first-year L2 writing |
3 |
| Effects of teacher-scaffolded and self-scaffolded corrective feedback compared to direct corrective feedback on grammatical accuracy in English L2 writing |
3 |
| Syntactic complexity development in the writings of EFL learners: Insights from a dependency syntactically-annotated corpus |
2 |
| Use of lexical features in non-native academic writing |
2 |
| Effects of intertextual processing on L2 integrated writing |
2 |
| Intercultural rhetoric through a learner lens: American students' perceptions of evidence use in Chinese yilunwen writing |
2 |
| Short communication on the missing dialogic aspect of an automated writing evaluation system in written feedback research |
2 |
| Academic writing support through individual consultations: EAL doctoral student experiences and evaluation |
2 |
| You can't be Shakespearean talking about the institutionalisation of sex offenders: Creativity and creative practices of multilingual doctoral writers |
2 |
| Performing expertise in doctoral dissertations: Thoughts on a fundamental dilemma facing doctoral students and their supervisors |
2 |
| The development of German and English writing skills in a bilingual primary school in Germany |
2 |
| The lived experience of thesis writers in group writing conferences: The quest for perfect and critical |
1 |
| Grammatical complexity: 'What Does It Mean' and 'So What' for L2 writing classrooms? |
1 |
| Student perceptions of non-native English speaking tutors at a writing center in Japan |
1 |
| Balancing stability and flexibility in genre-based writing instruction: A case study of a novice L2 writing teacher |
1 |
| Citation as a social practice in a TESOL graduate program: A language socialization approach |
1 |
| Comparing the effect of collaborative and individual prewriting on EFL learners' writing development |
1 |
| Are two heads always better than one? The effects of collaborative planning on L2 writing in relation to task complexity |
1 |
| A wise decision: Pre-modification of discourse-organising nouns in L2 writing |
1 |
| Frameworks for failure in L2 writing: What we can learn from failures of Chinese international students in the US |
0 |
| Using intercultural rhetoric to examine translingual practices of postgraduate L2 writers of English |
0 |
| Articulating struggle: ESL students' perceived obstacles to success in a community college writing class |
0 |
| The underrepresented sibling of the Symposium on Second Language Writing-A report from Mainland China |
0 |
| An analysis of grammatical patterns in generation 1. L1 and L2 students' writings: A replication study |
0 |
| Developing L2 writing teachers' pedagogical content knowledge of genre through the unfamiliar genre project |
0 |
| Exploring L2 writers' source-text use in an integrated writing assessment |
0 |
