‘Writing to Learn’ Research: A Synthesis of Empirical Studies (2004-2019)

Mustapha Chmarkh

doi:10.12973/eu-jer.10.1.85

Abstract

<p style="text-align:justify">This paper adds to writing to learn research by reporting on empirical and conceptual studies on the subject matter but also by speculating on the learning virtues that writing offers besides its function as an assessment tool, namely that it can provide students with an adequate avenue to reflect on their learning. For this purpose, I reviewed 17 studies spanning a 17-year period (2004-2020) and representing both the L1 and L2 contexts. Reviewed studies examined writing to learn in different disciplines and grade levels across countries, including the US, Canada, Turkey, Norway, Spain etc. Later in this paper, I set out to elaborate on thematic patterns if these existed and identify areas where further research may be warranted. Findings indicated that writing to learn is an effective instructional strategy across different grade-levels and disciplines both in the L1 and L2 teaching and learning contexts. Finally, this paper overviews relevant pedagogical implications and future research directions.</p>

Highlights

Writing remains one of the main components of language learning
Research Questions This review of writing to learn research aimed at answering the following research questions: 1) What are the effects of writing when used as a learning tool? 2) Is there a difference in the effectiveness of writing to learn activities across various disciplines and grade levels? 3) What variable(s) might maximize or mitigate the learning potential of writing? 4) What are students and teachers’ perceptions of writing to learn strategies/tasks?
A close examination of the articles included in this research synthesis revealed that writing to learn interventions are effective both in language learning and in amassing greater content knowledge in content area classrooms across the disciplines

Summary

Introduction

Writing remains one of the main components of language learning. It is, at the same time, an instrument of communication and transmission of knowledge. While learning to write remains an integral component of language learning, writing to learn provides students with adequate opportunities to engage in critical thinking and explore their own ideas and understandings of the materials they encounter in different content and language courses (Langer & Applebee, 1987). In this view, writing should not be used merely as an assessment tool through the implementation of high-stakes/graded assignments and, and most importantly, as a learning tool through the implementation of low-stakes/ungraded writing activities and assignments (Manchón, 2011; Hyland, 2011)

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