Research Guides
Research Guides
▒ Writing
 

Writing

  

On This Page

    • Subject Encyclopedia Articles
    • Handbook Chapters
    • Review Articles
    • Introductory Books
    • Recent Articles in IGSE Journals

 

Subject Encyclopedia Articles
  

Handbook Chapters

  • Brisk, M. E. (2011). Learning to write in the second language: K-5. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol 2, pp. 40–56). New York, NY: Routledge.
  • Hedgcock, J. S. (2005). Taking stock of research and pedagogy in L2 writing. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 597–613). Mahwah, NJ: Erlbaum.
  

Review Articles
   

Introductory Books

  • Bitchener, J., & Ferris, D. R. (2011). Written corrective feedback in second language acquisition and writing. New York, NY: Routledge.
  • Hyland, K. (2016). Teaching and researching writing. New York, NY: Routledge.
  • Hyland, K. (1996). Second language writing. New York, NY: Cambridge University Press.
  • John M. Swales. (1990). Genre analysis: English in academic and research settings. New York, NY: Cambridge University Press.
  • Kolln, M. J., & Gray, L. S. (2010). Rhetorical grammar: Grammatical choices, rhetorical effects (6th ed.). Boston, MA: Pearson Education.
  • Raimes, A. (1983). Techniques in teaching writing. New York, NY: Oxford University Press.
  • Swales, J. M., & Feak, C. B. (2012). Academic writing for graduate students: Essential tasks and skills (3rd ed.). Ann Arbor: University of Michigan Press.
  • White, R., & Arndt, V. (1991). Process writing. London, England: Longman.
    

Recent Articles in IGSE Journals

2016

  • Amiryousefi, M. (2016). The differential effects of two types of task repetition on the complexity, accuracy, and fluency in computer-mediated L2 written production: A focus on computer anxiety. Computer Assisted Language Learning, 29(5), 1050–1066. http://doi.org/10.1080/09588221.2016.1170040
  • Andujar, A. (2016). Benefits of mobile instant messaging to develop ESL writing. System, 62, 63–76. http://doi.org/10.1016/j.system.2016.07.004
  • Attali, Y. (2016). A comparison of newly-trained and experienced raters on a standardized writing assessment. Language Testing, 33(1), 99–115. http://doi.org/10.1177/0265532215582283
  • Bae, H.-S. (2016). 초등 저학년 아동의 기술담화에 나타난 미시구조 발달 특성 분석 [Developmental characteristics of microstructure in descriptive discourse writing of lower grade children of elementary school]. 담화와 인지/Discourse and Cognition, 23(3), 21–43. Retrieved from http://www.dbpia.co.kr/Article/NODE07026983
  • Baek, S. (2016). Dative alternation in Korean L2 English learners’ essay writing. 담화와 인지/Discourse and Cognition, 23(1), 111–134. Retrieved from http://www.dbpia.co.kr/Article/NODE06616279
  • Barkaoui, K. (2016). What and when second-language learners revise when responding to timed writing tasks on the computer: The roles of task type, second language proficiency, and keyboarding skills. The Modern Language Journal, 100(1), 320–340. http://doi.org/10.1111/modl.12316
  • Bruce, I. (2016). Constructing critical stance in University essays in English literature and sociology. English for Specific Purposes, 42, 13–25. Retrieved from http://www.riss.kr/link?id=O67902331
  • Chang, P. (2016). EFL doctoral students conceptions of authorial stance in academic research writing: An exploratory study. RELC Journal, 47(2), 175–192. http://doi.org/10.1177/0033688215609215
  • Chen, T. (2016). Technology-supported peer feedback in ESL/EFL writing classes: A research synthesis. Computer Assisted Language Learning, 29(2), 365–397. http://doi.org/10.1080/09588221.2014.960942
  • Choi, Y. H. (2016). Writing strategies in the process of L2 computer-mode academic writing with the use of multiple resources. 영어교육/ENGLISH TEACHING, 71(3), 3–28. Retrieved from http://scholar.dkyobobook.co.kr/searchDetail.laf?barcode=4010024971271
  • Chukharev-Hudilainen, E., & Saricaoglu, A. (2016). Causal discourse analyzer: Improving automated feedback on academic ESL writing. Computer Assisted Language Learning, 29(3), 494–516. http://doi.org/10.1080/09588221.2014.991795
  • Crossley, S. A., Kyle, K., & McNamara, D. S. (2016). The development and use of cohesive devices in L2 writing and their relations to judgments of essay quality. Journal of Second Language Writing, 32, 1–16. http://doi.org/10.1016/j.jslw.2016.01.003
  • Dikilitaş, K., & Mumford, S. E. (2016). Supporting the writing up of teacher research: peer and mentor roles. ELT Journal, 70(4), 371–381. http://doi.org/10.1093/elt/ccw014
  • Doolan, S. M., & Fitzsimmons-Doolan, S. (2016). Facilitating L2 writers’ interpretation of source texts. TESOL Journal, 7(3), 716–745. http://doi.org/10.1002/tesj.239
  • Dressler, R., & Tweedie, M. G. (2016). Dialogue journals in short-term study abroad: “Today I wrote my mind.” TESOL Journal, 7(4), 939–967. http://doi.org/10.1002/tesj.254
  • Durrant, P. (2016). To what extent is the Academic Vocabulary List relevant to university student writing? English for Specific Purposes, 43, 49–61. Retrieved from http://www.riss.kr/link?id=O67902665
  • Eckstein, G. (2016). Grammar correction in the writing centre: expectations and experiences of monolingual and multilingual writers. Canadian Modern Language Review, 72(3), 360–382. http://doi.org/10.3138/cmlr.3605
  • Elola, I., & Oskoz, A. (2016). Supporting second language writing using multimodal feedback. Foreign Language Annals, 49(1), 58–74. http://doi.org/10.1111/flan.12183
  • Feng, H., & Du-Babcock, B. (2016). “Business is Business”: Constructing cultural identities in a persuasive writing task. English for Specific Purposes, 44, 30–42. Retrieved from http://www.riss.kr/link?id=O69103180
  • Filatova, O. (2016). More than a word cloud. TESOL Journal, 7(2), 438–448. http://doi.org/10.1002/tesj.251
  • Flowerdew, J., & Wang, S. H. (2016). Author’s editor revisions to manuscripts published in international journals. Journal of Second Language Writing, 32, 39–52. http://doi.org/10.1016/j.jslw.2016.03.004
  • Gardner, D., & Davies, M. (2016). A response to “To what extent is the Academic Vocabulary List relevant to university student writing?” English for Specific Purposes, 43, 62–68. Retrieved from http://www.riss.kr/link?id=O67902661
  • Grabe, W., & Zhang, C. (2016). Reading-writing relationships in first and second language academic literacy development. Language Teaching, 49(3), 339–355. http://doi.org/10.1017/S0261444816000082
  • Ha, M.-J. (2016). Linking adverbials in first-year Korean university EFL learners’ writing: A corpus-informed analysis. Computer Assisted Language Learning, 29(6), 1090–1101. http://doi.org/10.1080/09588221.2015.1068814
  • Hartig, A. J. (2016). Conceptual blending in legal writing: Linking definitions to facts. English for Specific Purposes, 42, 66–75. Retrieved from http://www.riss.kr/link?id=O67902322
  • Hu, G., & Lei, J. (2016). Plagiarism in English academic writing: a comparison of Chinese university teachers’ and students’ understandings and stances. System, 56, 107–118. http://doi.org/10.1016/j.system.2015.12.003
  • Huh, M.-H. (2016). Disciplinary voices in academic writing. 응용언어학/Korean Journal of Applied Linguistics, 32(3), 3–26. Retrieved from http://www.riss.kr/link?id=A102074939
  • Hyland, K. (2016). Methods and methodologies in second language writing research. System, 59, 116–125. http://doi.org/10.1016/j.system.2016.05.002
  • Hyland, K. (2016). Academic publishing and the myth of linguistic injustice. Journal of Second Language Writing, 31, 58–69. http://doi.org/10.1016/j.jslw.2016.01.005
  • Ihm, H. J., & Kim, Y. S. (2016). 카툰메이커 활용 과정 중심 쓰기 활동이 초등학생 쓰기 능력 및 태도에 미치는 영향 [The effect of process-oriented writing using a cartoon maker on primary students’ writing skill and their attitude toward English writing]. 초등영어교육/Primary English Education, 22(2), 139–155. Retrieved from http://www.riss.kr/link?id=A101958684
  • Iida, A. (2016). Exploring earthquake experiences: a study of second language learners’ ability to express and communicate deeply traumatic events in poetic form. System, 57, 120–133. http://doi.org/10.1016/j.system.2016.02.004
  • Innami, Y., & Koizumi, R. (2016). Task and rater effects in L2 speaking and writing: A synthesis of generalizability studies. Language Testing, 33(3), 341–366. http://doi.org/10.1177/0265532215587390
  • Jang, E.-Y., & Kim, H. K. (2016). Pedagogical potentials of cohesive devices for EFL writing. 영어교육연구/English Languae Teaching, 28(2), 29–44. Retrieved from http://www.riss.kr/link?id=A101958673
  • Johnson, M. D., Acevedo, A., & Mercado, L. (2016). Vocabulary knowledge and vocabulary use in second language writing. TESOL Journal, 7(3), 700–715. http://doi.org/10.1002/tesj.238
  • Johnson, M. D., & Nicodemus, C. L. (2016). Testing a threshold: an approximate replication of Johnson, Mercado & Acevedo 2012. Language Teaching, 49(2), 251–274. http://doi.org/10.1017/S0261444815000087
  • Jones, S. A. (2016). Writing learning outcomes for English language lessons in multilingual schools. TESOL Journal, 7(2), 469–493. http://doi.org/10.1002/tesj.255
  • Kathpalia, S. S., & See, E. K. (2016). Improving argumentation through student blogs. System, 58, 25–36. http://doi.org/10.1016/j.system.2016.03.002
  • Kelly, L. J. (2016). “Does the mirror speak my language?” A comparison of L1 and L2 student reflections on their experiences in a small-group writing tutorial. RELC Journal, 47(2), 229–243. http://doi.org/10.1177/0033688215619517
  • Kibler, A. K., Heny, N. A., & Andrei, E. (2016). In-service teachers’ perspectives on adolescent ELL writing instruction. TESOL Journal, 7(2), 350–392. http://doi.org/10.1002/tesj.211
  • Kim, H.-J. (2016). Peer assessment in a university writing class. 외국어교육/Foreign Languages Education, 23(1), 47–65. Retrieved from http://www.riss.kr/link?id=A102073513
  • Kim, J. (2016). EFL learners’ perceptions of learning context, writing achievement, and gender. 영어어문교육/English Language & Literature Teaching, 22(2), 23–45. Retrieved from http://www.riss.kr/link?id=A101954041
  • Kim, M. J. (2016). Implementation of the community of inquiry model for a blended EFL writing course. 영어어문교육/English Language & Literature Teaching, 22(1), 85–114. Retrieved from http://www.riss.kr/link?id=A101856047
  • Kim, P. ae, & Park, S. young. (2016). The topic choice effect on L2 college learners’ writing performance. 영어어문교육/English Language & Literature Teaching, 22(1), 115–133. Retrieved from http://www.riss.kr/link?id=A101856049
  • Kim, S. (2016). 영어수준이 논술적 수필쓰기에서 인식양상 사용에 미치는 영향 [The effect of English proficiency on the uses of epistemic modality in argumentative essay writing]. 글로벌영어교육학회/Studies in English Education, 21(3), 209–234. Retrieved from http://www.riss.kr/link?id=A102083762
  • Kim, S. (2016). Revisiting causes of grammar errors: Commonly confused lexical category dyads in Korean EFL student writing. 영어교육/ENGLISH TEACHING, 71(2), 61–85. Retrieved from http://scholar.dkyobobook.co.kr/searchDetail.laf?barcode=4010024893258
  • Kim, S. (2016). A case study on the function of tutors verbal scaffolding for L2 writing development. 영어어문교육/English Language & Literature Teaching, 22(3), 81–96. Retrieved from http://www.riss.kr/link?id=A102129550
  • Kim, T. E. (2016). Investigating the balance of writing tasks in sixth-grade English textbooks. 초등영어교육/Primary English Education, 22(4), 259–278. Retrieved from http://www.riss.kr/link?id=A102475142
  • Kosaka, M. (2016). How I have improved my English writing skills. TESOL Journal, 7(2), 497–499. http://doi.org/10.1002/tesj.244
  • Lee, G. (2016). Korean college students’ reflections on peer reviews and variables involved in the review process. 영어교육/ENGLISH TEACHING, 71(1), 97–117. Retrieved from http://scholar.dkyobobook.co.kr/searchDetail.laf?barcode=4010024824315
  • Lee, H. (2016). 이분식 영어 쓰기 평가 문항 난이도 및 변별도 분석: 고전검사이론과 문항반응이론을 활용하여 [Analyzing item difficulty and discrimination in a dichotomously scored writing test: Focus on classical testing theorem and item response theory]. 글로벌영어교육학회/Studies in English Education, 21(3), 235–259. Retrieved from http://www.riss.kr/link?id=A102083763
  • Lee, H. J., & Choi, H. K. (2016). 초등학생의 영어 표현능력 향상을 위한 Show and Tell 활용 방안 연구 [A study on the use of Show and Tell activities for developing elementary school students’ English speaking and writing abilities]. 초등영어교육/Primary English Education, 22(4), 57–90. Retrieved from http://www.riss.kr/link?id=A102475133
  • Lee, I. (2016). Putting students at the centre of classroom L2 writing assessment. Canadian Modern Language Review, 72(2), 258–280. http://doi.org/10.3138/cmlr.2802
  • Lee, J. F. K. (2016). Enriching short stories through processes – a functional approach. System, 58, 112–126. http://doi.org/10.1016/j.system.2016.03.012
  • Lee, J. Y. (2016). The development of audience awareness through online synchronous teacher-learner conference. 영상영어교육/STEM Journal, 17(1), 171–195. Retrieved from http://www.riss.kr/link?id=A101788927
  • Lee, J. J., & Deakin, L. (2016). Interactions in L1 and L2 undergraduate student writing: interactional metadiscourse in successful and less-successful argumentative essays. Journal of Second Language Writing, 33, 21–34. http://doi.org/10.1016/j.jslw.2016.06.004
  • Lee, J., & Schallert, D. L. (2016). Exploring the reading–writing connection: a yearlong classroom-based experimental study of middle school students developing literacy in a new language. Reading Research Quarterly, 51(2), 143–164. http://doi.org/10.1002/rrq.132
  • Lee, K. W., Said, N., & Tan, C. K. (2016). Exploring the affordances of The Writing Portal (TWP) as an online supplementary writing platform. Computer Assisted Language Learning, 29(6), 1116–1135. http://doi.org/10.1080/09588221.2016.1172644
  • Lee, M. young C. S. (2016). Strategy, affect, and L2 ability in integrated writing. 영어교육/ENGLISH TEACHING, 71(2), 87–110. Retrieved from http://scholar.dkyobobook.co.kr/searchDetail.laf?barcode=4010024893265
  • Lee, M. H. H. H. (2016). On the Use of metadiscourse in EFL undergraduate student writing. 영어교육/ENGLISH TEACHING, 71(3), 99–120. Retrieved from http://scholar.dkyobobook.co.kr/searchDetail.laf?barcode=4010024971316
  • Lee, S. K. (2016). Effects of language proficiency on error patterns of korean EFL university students’ writing. 영어교육연구/English Languae Teaching, 28(2), 95–116. Retrieved from http://www.riss.kr/link?id=A101958676
  • Lee, S.-G., & Hong, J. (2016). A study on the optimal structure of coherence in argumentative texts - With a special focus on linking adverbials. 담화와 인지/Discourse and Cognition, 23(1), 135–157. Retrieved from http://www.dbpia.co.kr/Article/NODE06616280
  • Lee, S. J., & Lee, D. H. (2016). 무언 단편 애니메이션 기반 이야기 만들기가 초등학생의 영어 쓰기 능력 향상에 미치는 영향 [The effects of story-building activities using nonverbal short animations on elementary English writing]. 초등영어교육/Primary English Education, 22(2), 57–86. Retrieved from http://www.riss.kr/link?id=A101958681
  • Lee, Y. K., & Kim, H. R. (2016). 패턴시 쓰기가 초등영어 학습자의 쓰기 능력과 창의성에 미치는 효과 [The effects of pattern poem writing on elementary English learners’ writing ability and creativity]. 초등영어교육/Primary English Education, 22(4), 141–163. Retrieved from http://www.riss.kr/link?id=A102475136
  • Lee, Y. (2016). Investigating the feasibility of generic scoring models of e-rater for TOEFL iBT independent writing tasks. 영어교육연구/English Languae Teaching, 28(1), 101–122. Retrieved from http://www.riss.kr/link?id=A101823133
  • Lee, Y.-W., Chodorow, M., & Gentile, C. (2016). Investigating patterns of writing errors for different L1 groups through error-coded ESL learners’ essays. 외국어교육/Foreign Languages Education, 23(1), 169–190. Retrieved from http://www.riss.kr/link?id=A102073508
  • Lei, X. (2016). Understanding writing strategy use from a sociocultural perspective: the case of skilled and less skilled writers. System, 60, 105–116. http://doi.org/10.1016/j.system.2016.06.006
  • Leontjev, D., Huhta, A., & Mäntylä, K. (2016). Word derivational knowledge and writing proficiency: how do they link? System, 59, 73–89. http://doi.org/10.1016/j.system.2016.03.013
  • Lew, R. (2016). Can a dictionary help you write better? a user study of an active bilingual dictionary for Polish learners of English. International Journal of Lexicography, 29(3), 353–366. http://doi.org/10.1093/ijl/ecw024
  • Li, M., & Kim, D. (2016). One wiki, two groups: dynamic interactions across ESL collaborative writing tasks. Journal of Second Language Writing, 31, 25–42. http://doi.org/10.1016/j.jslw.2016.01.002
  • Li, W. (2016). The cultural ID in the modal system: a contrastive study of English abstracts written by Chinese and native speakers: can modality differences be an important indicator of the China English variety? English Today, 32(4), 6–11. http://doi.org/10.1017/S0266078415000577
  • Liao, H.-C. (2016). Using automated writing evaluation to reduce grammar errors in writing. ELT Journal, 70(3), 308–319. http://doi.org/10.1093/elt/ccv058
  • Liao, H.-C. (2016). Enhancing the grammatical accuracy of EFL writing by using an AWE-assisted process approach. System, 62, 77–92. http://doi.org/10.1016/j.system.2016.02.007
  • Lim, H., & Penn, S. (2016). Korean English writers’ noticing peer errors and incorporation of peer feedback. 영어어문교육/English Language & Literature Teaching, 22(2), 65–86. Retrieved from http://www.riss.kr/link?id=A101954045
  • Lindstromberg, S., Eyckmans, J., & Connabeer, R. (2016). A modified dictogloss for helping learners remember L2 academic English formulaic sequences for use in later writing. English for Specific Purposes, 41, 12–21. Retrieved from http://www.riss.kr/link?id=O67902222
  • Liu, L., & Li, L. (2016). Noun phrase complexity in EFL academic writing: A corpus-based study of postgraduate academic writing. The Journal of Asia TEFL, 13(1), 48–65. http://doi.org/10.18823/asiatefl.2016.13.1.4.48
  • Lukač, M. (2016). Grammar advice in the age of web 2.0: introducing the new (and keeping the old) language authorities. English Today, 32(2), 2–3. http://doi.org/10.1017/S0266078416000134
  • Luo, N., & Hyland, K. (2016). Chinese academics writing for publication: english teachers as text mediators. Journal of Second Language Writing, 33, 43–55. http://doi.org/10.1016/j.jslw.2016.06.005
  • Maliborska, V., & You, Y. (2016). Writing conferences in a second language writing classroom: Instructor and student perspectives. TESOL Journal, 7(4), 874–897. http://doi.org/10.1002/tesj.249
  • Marzec-Stawiarska, M. (2016). The influence of summary writing on the development of reading skills in a foreign language. System, 59, 90–99. http://doi.org/10.1016/j.system.2016.04.006
  • Mawlawi Diab, N. (2016). A comparison of peer, teacher and self-feedback on the reduction of language errors in student essays. System, 57, 55–65. http://doi.org/10.1016/j.system.2015.12.014
  • McGrath, L. (2016). Open-access writing: An investigation into the online drafting and revision of a research article in pure mathematics. English for Specific Purposes, 43, 25–36. Retrieved from http://www.riss.kr/link?id=O67902660
  • Memari Hanjani, A. (2016). Collaborative revision in L2 writing: learners’ reflections. ELT Journal, 70(3), 296–307. http://doi.org/10.1093/elt/ccv053
  • Miller, R. T., Mitchell, T. D., & Pessoa, S. (2016). Impact of source texts and prompts on students’ genre uptake. Journal of Second Language Writing, 31, 11–24. http://doi.org/10.1016/j.jslw.2016.01.001
  • Miller, R. T., & Pessoa, S. (2016). Where’s your thesis statement and what happened to your topic sentences? Identifying organizational challenges in undergraduate student argumentative writing. TESOL Journal, 7(4), 847–873. http://doi.org/10.1002/tesj.248
  • Min, H.-T. (2016). Effect of teacher modeling and feedback on EFL students’ peer review skills in peer review training. Journal of Second Language Writing, 31, 43–57. http://doi.org/10.1016/j.jslw.2016.01.004
  • Min, Y.-K. (2016). Rethinking ESL service courses for international graduate students. TESOL Journal, 7(1), 162–178. http://doi.org/10.1002/tesj.195
  • Min, Y., & Bae, J. (2016). Do good writers use more ellipses in writing? 외국어교육/Foreign Languages Education, 23(2), 85–105. Retrieved from http://www.riss.kr/link?id=A102073522
  • Murray, N. (2016). An academic literacies argument for decentralizing EAP provision. ELT Journal, 70(4), 435–443. http://doi.org/10.1093/elt/ccw030
  • Naghdipour, B. (2016). English writing instruction in Iran: implications for second language writing curriculum and pedagogy. Journal of Second Language Writing (Vol. 32). 81-87. http://dx.doi.org/10.1016/j.jslw.2016.05.001
  • Neiderhiser, J. A., Kelley, P., Kennedy, K. M., Swales, J. M., & Vergaro, C. (2016). “Notice the similarities between the two sets …”: imperative usage in a corpus of upper-level student papers. Applied Linguistics, 37(2), 198–218. http://doi.org/10.1093/applin/amu017
  • Park, J. (2016). Integrating reading and writing through extensive reading. ELT Journal, 70(3), 287–295. http://doi.org/10.1093/elt/ccv049
  • Park, Y. H., Lee, C. M., Yook, B. M., & Lee, Y. K. (2016). A multifactorial analysis of English dative alternations in Korean EFL learners’ writings. 영어교육/ENGLISH TEACHING, 71(3), 145–168. Retrieved from http://scholar.dkyobobook.co.kr/searchDetail.laf?barcode=4010024971330
  • Pham, V. P. H., & Usaha, S. (2016). Blog-based peer response for L2 writing revision. Computer Assisted Language Learning, 29(4), 724–748. http://doi.org/10.1080/09588221.2015.1026355
  • Philippakos, Z. A., & MacArthur, C. A. (2016). The effects of giving feedback on the persuasive writing of fourth- and fifth-grade students. Reading Research Quarterly, 51(4), 419–433. http://doi.org/10.1002/rrq.149
  • Qin, W., & Uccelli, P. (2016). Same language, different functions: a cross-genre analysis of Chinese EFL learners’ writing performance. Journal of Second Language Writing, 33, 3–17. http://doi.org/10.1016/j.jslw.2016.06.001
  • Reynolds, B. L. (2016). Action research: Applying a bilingual parallel corpus collocational concordancer to Taiwanese medical school EFL academic writing. RELC Journal, 47(2), 213–227. http://doi.org/10.1177/0033688215619518
  • Ro, E., & Park, J. (2016). Students’ attitudes toward undertaking writing activities on extensive reading. The Journal of Asia TEFL, 13(3), 186–203. http://doi.org/10.18823/asiatefl.2016.13.3.2.186
  • Roy, D., Brine, J., & Murasawa, F. (2016). Usability of English note-taking applications in a foreign language learning context. Computer Assisted Language Learning, 29(1), 61–87. http://doi.org/10.1080/09588221.2014.889715
  • Ryu, H. (2016). Development of a checklist for peer review activities in a beginning college English composition class. 글로벌영어교육학회/Studies in English Education, 21(1), 123–157. Retrieved from http://www.riss.kr/link?id=A102042941
  • Salido, M. G. (2016). Error analysis of support verb constructions in written Spanish learner corpora. The Modern Language Journal, 100(1), 362–376. http://doi.org/10.1111/modl.12320
  • Schenker, T. (2016). Syntactic complexity in a cross-cultural E-mail exchange. System, 63, 40–50. http://doi.org/10.1016/j.system.2016.08.012
  • Seo, E. (2016). Engineering students’ writing performance in a college-level writing class: An appraisal investigation. 글로벌영어교육학회/Studies in English Education, 21(2), 1–37. Retrieved from http://www.riss.kr/link?id=A102042944
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