Rosa M. Manchón

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Chapter 1. Situating the learning-to-write and writing-to-learn dimensions of L2 writing

Rosa M. Manchón, 2011 .

27. Reading/writing and speaking/writing connections: The advantages of multimodal pedagogy

Paul Kei Matsuda, Alan Hirvela, Rosa M. Manchón, 2016 .

Chapter 4. Writing to learn the language: Issues in theory and research

Rosa M. Manchón, 2011 .

Task, task performance, and writing development: Advancing the constructs and the research agenda

Heidi Byrnes, Rosa M. Manchón, 2014 .

Task-based language learning : insights from and for L2 writing

Heidi Byrnes, Rosa M. Manchón, H. Byrnes, 2014 .

Writing in foreign language contexts : learning, teaching, and research

Rosa M. Manchón, 2009 .

The internal dimension of tasks: The interaction between task factors and learner factors in bringing about learning through writing

Rosa M. Manchón, 2014 .

Lexical retrieval processes and strategies in second language writing: a synthesis of empirical research

Liz Murphy, Rosa M. Manchón, Julio Roca de Larios, 2007 .

The use of restructuring strategies in EFL writing: A study of Spanish learners of English as a foreign language

Liz Murphy, Rosa M. Manchón, Julio Roca de Larios, 1999 .

1. An overview of the development of the infrastructure of second language writing studies

Paul Kei Matsuda, Tony Silva, Rosa M. Manchón, 2016 .

Dimensions in L2 writing theory and research: Learning to write and writing to learn

Ken Hyland, Alan Hirvela, Rosa M. Manchón, 2016 .

The foreign language writer's strategic behaviour in the allocation of time to writing processes

Liz Murphy, Rosa M. Manchón, Javier Marín, 2008 .

Task-based language learning : insights from and for L2 writing

Heidi Byrnes, Rosa M. Manchón, 2014 .

Mode Effect in L2 Task-based Performance

Roger Gilabert, Rosa M. Manchón, Olena Vasylets, 2015 .

Chapter 1. Multiple perspectives in the study of L2 writing development: An introduction

Rosa M. Manchón, 2012 .

Chapter 9. Writing to learn in FL contexts: Exploring learners’ perceptions of the language learning potential of L2 writing

Rosa M. Manchón, Julio Roca de Larios, 2011 .

The potential impact of multimodal composition on language learning

Rosa M. Manchón, 2017 .

Chapter 4. Writing to learn the language

Rosa M. Manchón, 2011 .

Learning-to-write and writing-to-learn in an additional language

Rosa M. Manchón, 2011 .

Introduction to the handbook series

Karlfried Knapp, Paul Kei Matsuda, Rosa M. Manchón, 2016 .

What Do Learners Notice While Processing Written Corrective Feedback

Rosa M. Manchón, Lourdes Cerezo, Florentina Nicolás-Conesa, 2019 .

Chapter 9. Investigating L2 writing development from multiple perspectives: Issues in theory and research

John M. Norris, Rosa M. Manchón, 2012 .

The Effects of Proficiency on the Use of Problem-Solving Strategies During Individual L2 Writing Tasks

Rosa M. Manchón, Julio Roca de Larios, Sonia Lopez, 2015 .

Writing in the L2 Classroom: Issues in Research and Pedagogy.

Rosa M. Manchón, 2001 .

L2 writing development : multiple perspectives

Rosa M. Manchón, 2012 .

The distinctive nature of task repetition in writing: implications for theory, research and pedagogy

Rosa M. Manchón, 2014 .

Chapter 6. The effects of task repetition across modalities and proficiency levels

Rosa M. Manchón, R. Gilabert, Alberto J. Sánchez, 2020 .

Chapter 7. Effects of task repetition with the aid of direct and indirect written corrective feedback

Rosa M. Manchón, Victoria Amelohina, F. Nicolás-Conesa, 2020 .

Language Learning Through Writing: Theoretical Perspectives and Empirical Evidence

Rosa M. Manchón, Olena Vasylets, 2019, The Cambridge Handbook of Language Learning.

The Effect of Unfocused Direct and Indirect Written Corrective Feedback on Rewritten Texts and New Texts: Looking into Feedback for Accuracy and Feedback for Acquisition

Rosa M. Manchón, F. Nicolás-Conesa, L. Cerezo, 2019, The Modern Language Journal.

Mode in Theoretical and Empirical TBLT Research: Advancing Research Agendas

Roger Gilabert, Rosa M. Manchón, Olena Vasylets, 2016, Annual Review of Applied Linguistics.

Writing-to-learn in Instructed Language Learning Contexts

Rosa M. Manchón, Julio Roca de Larios, J. Larios, 2008 .

Trends in the Conceptualizations of Second Language Composing Strategies: A Critical Analysis

Rosa M. Manchón, 2001 .

Generating Text in Native and Foreign Language Writing: A Temporal Analysis of ProblemSolving Formulation Processes

Liz Murphy, Rosa M. Manchón, Julio Roca de Larios, 2006 .

On the Temporal Nature of Planning in L1 and L2 Composing

Rosa M. Manchón, Julio Roca de Larios, J. Larios, 2007 .

Introduction. Broadening the Perspective of L2 Writing Scholarship: The Contribution of Research on Foreign Language Writing

Rosa M. Manchón, 2009 .

Handbook of Second and Foreign Language Writing

Paul Kei Matsuda, Rosa M. Manchón, P. Matsuda, 2016 .

An approximation to the study of backtracking in L2 writing

Liz Murphy, Rosa M. Manchón, Julio Roca de Larios, 2000 .

Writing in foreign language contexts: An introduction

Rosa M. Manchón, Pieter de Haan, 2008 .

Taking strategies to the foreign language classroom: Where are we now in theory and research?

Rosa M. Manchón, 2008 .

12. Focus on writers: Processes and strategies

Paul Kei Matsuda, Yvette Coyle, Rosa M. Manchón, 2016 .

Chapter 4. The Temporal Dimension and Problem-solving Nature of Foreign Language Composing Processes. Implications for Theory

Liz Murphy, Rosa M. Manchón, Julio Roca de Larios, 2009 .

The Effects of Mode and Task Complexity on Second Language Production

Rosa M. Manchón, R. Gilabert, Olena Vasylets, 2017 .

Fostering the autonomous use of communication strategies in the foreign language classroom

Rosa M. Manchón, 2000 .

13. Language development in second language writing

Rosa M. Manchón, C. Polio, P. Matsuda, 2016 .

The Routledge Handbook of Second Language Acquisition and Writing

Rosa M. Manchón, C. Polio, 2021 .

LANGUAGE REFLECTION FOSTERED BY INDIVIDUAL L2 WRITING TASKS

Rosa M. Manchón, S. López-Serrano, Julio Roca de Larios, 2019, Studies in Second Language Acquisition.

Chapter 5. The contribution of ethnographically-oriented approaches to the study of L2 writing and text production processes

Rosa M. Manchón, 2021, Research Methods in Applied Linguistics.

Chapter 1. Writing and language learning

Rosa M. Manchón, 2020 .

Chapter 11. L2 writers’ processing of written corrective feedback

Rosa M. Manchón, F. Nicolás-Conesa, L. Cerezo, 2020 .

The Multifaceted and Situated Nature of the Interaction between Language and Writing in Academic Settings: Advancing Research Agendas

Rosa M. Manchón, 2017 .

Integrating content and language in higher education

Rosa M. Manchón, Ute Smit, E. Milne, 2012 .

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

Rosa M. Manchón, 2018, Studies in Second Language Learning and Teaching.

Chapter 8. Task modality, communicative adequacy and CAF measures

Rosa M. Manchón, R. Gilabert, Olena Vasylets, 2020 .

Differential contribution of oral and written modes to lexical, syntactic and propositional complexity in L2 performance in instructed contexts

Rosa M. Manchón, R. Gilabert, Olena Vasylets, 2019, Instructed Second Language Acquisition.

Chapter 14. An ISLA perspective on L2 learning through writing

Rosa M. Manchón, R. Leow, 2020 .

The Differential Effect of Two Types of Direct Written Corrective Feedback on Noticing and Uptake: Reformulation vs. Error Correction

Rosa M. Manchón, S. López-Serrano, M. J. Santos, 2010 .

Introduction to the special issue on working memory and L2 writing: Implications for SLA individual differences research

Rosa M. Manchón, Cristina Sanz, 2023, Studies in Second Language Acquisition.