ABSTRACT
The present chapter offers an overview of research on second language (L2) writing and WCF processing and use carried out with learners of different ages including child, adolescent and adult L2 learners. In doing so, we discuss contributions from past and current research which shed light on four critical issues: (i) the impact of age and amount of exposure on L2 writing performance; (ii) genre-based writing instruction in school and university settings; (iii) the role of cognitive and affective factors in L2 writing, and (iv) learners’ engagement with written corrective feedback. The research designs and analytical tools employed in these studies are described and a number of directions are suggested for future research. Finally, recommendations are made to inform classroom practice in educational settings.
