Past and future research agendas on writing strategies: Conceptualizations, inquiry methods, and research findings

• Published in: Studies in second language learning and teaching 2018-06, Vol.8 (2), p.247-267
• Main Author: Manchon, Rosa M
• Format: Article
• Language: English
• Subjects: Bilingualism; Educational Trends; Feedback; Feedback (Response); feedback processing; Inquiry method; L2 writing; Learning strategies; learning-to-write; Metacognition; Problem Solving; Research Needs; Second Language Learning; Second language writing; Second language writing instruction; strategies; Teachers; Trend Analysis; Writing; Writing Evaluation; Writing Processes; Writing Research; Writing Strategies; writing-to-learn-language
• ISSN: 2083-5205; 2084-1965
• DOI: 10.14746/ssllt.2018.8.2.4

This paper offers a retrospective narrative review of research on L2 writing strategies and a prospective discussion of potential theoretical and pedagogical relevant lines of inquiry to be explored in future research agendas. The retrospective analysis will synthesize the main trends observed in the conceptualization of writing strategies as well as central directions followed in empirical research in the domain. The prospective discussion tries to advance research agendas on the basis of several observations about L2 writing that are presented as key points to be considered when analyzing existing or thinking about future research in the domain. Special mention will be made of future research avenues centrally concerned with theoretical and empirical questions on the manner in which strategic behavior during writing and during written corrective feedback processing may foster language learning. It will be suggested that following this route can result in interesting and profitable synergies between research on language learning strategies and recent SLA-oriented L2 writing research initiatives on the language learning potential associated with L2 writing.