Aug 2026· International Journal of Applied Linguistics· 1 citation· 44 references
Abstract
This article provides a methodological review of empirical studies on second language (L2) writing and task complexity that have investigated the role of learner individual differences (IDs) in L2 writing processes and outcomes. Thirty journal articles published between 2005 and 2025 were coded for key theoretical, methodological (including ID measurement and analytical practices), and contextual characteristics. We identified thirty researched IDs, with L2 proficiency, working memory capacity, and L2 writing anxiety emerging as the most commonly investigated. Expanding insights from previous methodological reviews in task‐based language teaching (TBLT) (e.g., Bryfonski et al. 2024; Plonsky and Kim, 2016), we pinpoint and discuss common practices in theoretical orientation, ID instrumentation, overall study design, task design and implementation, and coding and analysis, among others. We also provide methodological recommendations in various domains and highlight promising avenues for future research.
This paper presents a comprehensive synthesis of recent empirical research on teacher feedback strategies and their contributions to improving English as a Foreign Language (EFL) students’ writing performance. Writing is a cognitively demanding skill that requires learners to coordinate vocabulary, grammar, organizatio...
Geral Dien Stefanny Sapulete, Lailatul Musyarofa, Yudy Prasetyo· Journal of English language...· 0 citations
Developing Japanese writing ability as a second language (L2) requires learners to simultaneously manage linguistic, cognitive, and metacognitive resources. Although the Think Aloud Protocol (TAP) has been widely employed to access writers’ cognitive processes, its pedagogical impact on L2 Japanese writing remains unde...
Ai Sumirah Setiawati, F. Rokhman, I. Zulaeha et al.· Languages· 0 citations
Self‐assessment (SA) and self‐feedback (SF) have gained increasing attention in second language writing (L2) research as key mechanisms supporting self‐regulated learning and learner autonomy. However, as warned by some scholars, conceptual and methodological challenges still remain in understanding and exploring the...
Shuang Wang, Shu-Lin Yu· International Journal of App...· 0 citations
Self-regulated learning (SRL) has emerged as an important framework in understanding how learners control, manage, and evaluate their own learning processes in second language (L2) acquisition. This systematic review thoroughly examines 44 research articles published in the Web of Science (WoS) database between 2010 an...
Eda Tekin, Yusuf Karakahraman· Dil Eğitimi ve Araştırmaları...· 0 citations
Writing anxiety represents a significant affective challenge in academic and second-language writing, influencing learners’ confidence, engagement, self-regulation, and writing performance. This systematic literature review synthesizes current evidence on the sources, associated factors, and strategies for reducing wri...
Noor Hanim Rahmat, Zarina Razlan· International journal of res...· 0 citations
Effective academic writing requires more than grammatical accuracy; students must also organize ideas clearly, use language correctly, communicate efficiently, and sustain reader engagement. This study examined changes in the writing performance of second-year Bachelor of Science in Information Technology (BS-IT) stude...
Kent Leo Estaura, Ian Rey Laid· Psychology and Education: A...· 0 citations
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