ABSTRACT
Research on the role of individual differences in second language (L2) writing and written corrective feedback (WCF) has been taken more seriously over the last two decades. With the dominance of social and linguistic approaches in the field of L2 writing, the role of such factors has not yet been systematically and meaningfully explored in relation to various L2 writing processes, instructional conditions, learning outcomes, and task factors. Such insufficient attention to the role of individual difference factors has deprived the field of an accurate and holistic understanding of the dynamics of L2 writing and WCF. To highlight the relevance and significance of learner psychology in this area, this chapter reviews relevant research on the role of cognitive, conative, and affective individual difference factors in L2 writing and WCF. In addition, it outlines a more systematic research agenda for future research and offers useful practical L2 writing implications for teachers and practitioners.
