"The current volume aspires to add to previous research on the connection between writing and language learning from a dual perspective: It seeks to reflect current progress in the domain as well as to foster future developments in theory and research. The theoretical postulations contained in Part I identify and expand in novel ways the diverse lenses through which the varied, multi-faceted dimensions of the connection between writing and language learning can be explored. The methodological reflections put forward in Part III signal to theoretically-grounded and pedagogically-relevant paths along which future empirical work can grow. The empirical studies reported in Part II illuminate the myriad of individual, educational, and task-related variables that (may) mediate short-term and long-term language learning outcomes. These studies examine diverse forms of writing, performed in varied environments (including pen-and-paper and digital writing), conditions (writing individually and/or collaboratively), and instructional settings (academic settings - including secondary school and college level institutions - as well as out-of-school contexts)"-- Provided by publisher.

Introduction --Writing and language learning: looking back and moving forward / Rosa M. Manchón -- Part I: advances in theoretical perspectives -- L2 writing and l2 learning: transfer, self-regulation, and identities / Alister Cumming -- A dual-process model of l1 writing processes: implications for l2 writing research agendas on processing and language development / David Galbraith and Zulaikha Al-Saadi -- Toward an agenda for researching l2 writing and language learning: the educational context of development / Heidi Byrnes -- L2 writing-to-learn: theory, research, and a curricular approach / Ronald P. Leow -- Part 2: advances in empirical research -- The effects of task repetition across modalities and proficiency levels / Alberto J. Sánchez, Rosa M. Manchón and Roger Gilabert -- Effects of task repetition with the aid of direct and indirect written corrective feedback: a longitudinal study in an out-of-school context / Victoria Amelohina, Florentina Nicolás-Conesa and Rosa M. Manchón -- Task modality, communicative adequacy and CAF measures: the moderating role of task complexity / Olena Vasylets, Roger Gilabert and Rosa M. Manchón -- A mixed-methods approach to exploring the L2 learning potential of writing versus speaking / Janire Zalbidea -- Processing output during individual L2 writing tasks: an exploration of depth of processing and the effects of proficiency / Sonia López-Serrano, Julio Roca de Larios and Rosa M. Manchón -- Investigating the relationship between peer interaction and writing process in computer-supported collaborative L2 writing: a mixed-methods study / Laura Stiefenhöfer and Marije Michel -- The meaning-making potential of collaborative L2 writing at tertiary level / Marcus Saller -- Writing on history in a content and language integrated learning (CLIL) context: development of grammatical metaphor and abstraction as evidence of language learning / Rachel Whittaker and Anne McCabe -- Part 3: advances in future research agendas -- An ISLA perspective on L2 learning through writing: implications for future research agenda / Rosa M. Manchón and Ronald P. Leow -- Can writing facilitate the development of a richer vocabulary? advancing research agendas / Diane Schmitt -- Can writing facilitate the development of grammatical competence? Advancing research agendas / Charlene Polio -- Coda -- The language learning potential of L2 writing: moving forward in theory and research / Rosa M. Manchón -- Index.