The study of writing as a site for language learning attempts to illuminate the ways in which the processes involved in writing –planning, composing, reflection, monitoring, retrieving knowledge, and processing feedback– can promote second language (L2) acquisition. Despite its short history, theoretical and empirical work on learning through writing is developing into a vibrant strand with a rich scholarly output that includes both theoretical accounts of and an expanding body of empirical work on the language learning potential of L2 writing and written corrective feedback. In this talk I will review major theoretical issues and directions in empirical strands (including the work conducted by our own research team at the University of Murcia) in an attempt to, first, reflect current progress in the domain, and, second, discuss some substantive and methodological initiatives that could foster further development in our understanding of the language learning potential of L2 writing.

Rosa M. Manchón is Professor of Applied Linguistics in the Department of English at the University of Murcia, where she teaches undergraduate and postgraduate courses in second language acquisition and research methods. She is also the head researcher of a productive research team with a marked international profile. Her research explores L2 writing processes and strategies. Rosa has been a key agent in the development of the study of writing as a site for language learning, to which she has contributed with seminal publications and diverse professional initiatives. In addition to her research activities, Rosa has served the profession in various capacities: she was AILA Publications Coordinator, is past Editor of the Journal of Second Language Writing, and is Chief Editor of the new book series “Research Methods in Applied Linguistics” (John Benjamins).