Developing writing competence in L2 Chinese classrooms: Research and application (1st edition), edited by Li Yang & Laura Valentín-Rivera

An L2 learner’s learning potential in writing has been characterized into two systems by Manchón’s (2011) dual approach: Learning-to-write (L2R) and writing-to-learn (W2L). While the L2R approach focuses on teaching L2 learners writing for the sake of being able to express themselves through a written text, the W2L approach focuses on integrating L2 learning tasks that aide language development outside of helping ameliorate the writing of learners (Yang & Valentín-Rivera, 2023). The W2L approach, which has also been supported by the idea that writing enables perpetuity in L2 learning as it allows learners to refer back to works that they have already created at a slower pace, thus allowing writers to also engage in the act of the explicit recall of memories while writing (Williams, 2012), has not thoroughly been explored in the context of the L2 learning of Mandarin Chinese. Thus, with this collection of cutting-edge empirical articles, alongside editor commentary, Yang and Valentín-Rivera acknowledge that there has been an emergence of work in L2 Chinese writing but that further research needs to be conducted to expand upon our current knowledge surrounding, and practices relating to, textuality and that they therefore hope to inform readers about successful strategies that can promote the language learning ability of non-heritage Chinese learners of every level while also providing a jumping point for further research (Yang & Valentín-Rivera, 2023).