Identity, voice and agency in two EAL doctoral writing contexts
来源期刊：Journal of Second Language WritingDOI：10.1016/J.JSLW.2018.05.001
Investigating written corrective feedback: (Mis)alignment of teachers’ beliefs and practice
来源期刊：Journal of Second Language WritingDOI：10.1016/J.JSLW.2019.05.004
Syntactic complexity and writing quality in assessed first-year L2 writing
来源期刊：Journal of Second Language WritingDOI：10.1016/J.JSLW.2019.03.005
The role of working memory in young second language learners’ written performances
来源期刊：Journal of Second Language WritingDOI：10.1016/J.JSLW.2019.03.002
Towards a quantitative model of understanding the dynamics of collaboration in collaborative writing
来源期刊：Journal of Second Language WritingDOI：10.1016/J.JSLW.2019.04.001
Re-writing the doctorate: New contexts, identities, and genres
来源期刊：Journal of Second Language WritingDOI：10.1016/J.JSLW.2018.08.004
The associations between working memory and the effects of four different types of written corrective feedback
来源期刊：Journal of Second Language WritingDOI：10.1016/J.JSLW.2019.03.003
Performing expertise in doctoral dissertations: Thoughts on a fundamental dilemma facing doctoral students and their supervisors
来源期刊：Journal of Second Language WritingDOI：10.1016/J.JSLW.2018.02.005
Use of lexical features in non-native academic writing
来源期刊：Journal of Second Language WritingDOI：10.1016/J.JSLW.2018.11.002
Syntactic complexity development in the writings of EFL learners: Insights from a dependency syntactically-annotated corpus
来源期刊：Journal of Second Language WritingDOI：10.1016/j.jslw.2019.100666
Effects of intertextual processing on L2 integrated writing
来源期刊：Journal of Second Language WritingDOI：10.1016/J.JSLW.2019.03.004
Student perceptions of non-native English speaking tutors at a writing center in Japan
来源期刊：Journal of Second Language WritingDOI：10.1016/J.JSLW.2019.01.002
Effects of teacher-scaffolded and self-scaffolded corrective feedback compared to direct corrective feedback on grammatical accuracy in English L2 writing
来源期刊：Journal of Second Language WritingDOI：10.1016/j.jslw.2019.100671
“So and so” says, states and argues: a corpus-assisted engagement analysis of reporting verbs
来源期刊：Journal of Second Language WritingDOI：10.1016/J.JSLW.2019.02.001
Citation as a social practice in a TESOL graduate program: A language socialization approach
来源期刊：Journal of Second Language WritingDOI：10.1016/J.JSLW.2019.01.004
Grammatical complexity: ‘What Does It Mean’ and ‘So What’ for L2 writing classrooms?
来源期刊：Journal of Second Language WritingDOI：10.1016/j.jslw.2019.100673
The lived experience of thesis writers in group writing conferences: The quest for “perfect” and “critical”
来源期刊：Journal of Second Language WritingDOI：10.1016/J.JSLW.2018.02.001
The underrepresented sibling of the Symposium on Second Language Writing—A report from Mainland China
来源期刊：Journal of Second Language WritingDOI：10.1016/J.JSLW.2019.03.006
The writing of Spanish majors: A longitudinal analysis of syntactic complexity
来源期刊：Journal of Second Language WritingDOI：10.1016/j.jslw.2019.100665
Developing L2 writing teachers’ pedagogical content knowledge of genre through the unfamiliar genre project
来源期刊：Journal of Second Language WritingDOI：10.1016/j.jslw.2019.100667
Standards of English in academic writing: The authors respond
来源期刊：Journal of Second Language WritingDOI：10.1016/J.JSLW.2019.04.004
Are two heads always better than one? The effects of collaborative planning on L2 writing in relation to task complexity
来源期刊：Journal of Second Language WritingDOI：10.1016/J.JSLW.2019.08.001
Comparing the effect of collaborative and individual prewriting on EFL learners’ writing development
来源期刊：Journal of Second Language WritingDOI：10.1016/J.JSLW.2019.04.003
Transdisciplinary becoming as a gendered activity: A reflexive study of dissertation mentoring
来源期刊：Journal of Second Language WritingDOI：10.1016/J.JSLW.2018.06.006
Using intercultural rhetoric to examine translingual practices of postgraduate L2 writers of English
来源期刊：Journal of Second Language WritingDOI：10.1016/j.jslw.2019.100664
Exploring L2 writers’ source-text use in an integrated writing assessment
来源期刊：Journal of Second Language WritingDOI：10.1016/j.jslw.2019.100670
