Output as a Source of Input - Collaborative Writing Tasks for Developing the Grammar and Linguistic Resources of L2 Writers

Oct 15, 2026

This article examines how grammar instruction functions in second-language (L2) writing and why it remains a debated but necessary component for effective writing development. It connects grammar, meaning, and written communication, arguing that L2 written output supports acquisition through hypothesis testing, feedback, and increased attention to language form. In response to sparse real-world applications, the article proposes three form-focused collaborative writing tasks—dictogloss, reformulation, and peer review—designed to promote explicit grammar focus, peer co-construction, and just-in-time instructor support.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Literature Review

Role and debate of grammar instruction

Connection between grammar, output, and acquisition

Practical Collaborative Writing Tasks

Dictogloss task

Reformulation task

Peer-review task

Implementation and Classroom Implications

Just-in-time grammar instruction

Output as a Source of Input: Collaborative Writing Tasks for Developing the Grammar and Linguistic Resources of L2 Writers The role of grammar instruction within second-language writing instruction has been a subject of debate for several decades. Researchers have debated the necessity of grammar instruction, different methodologies of grammar instruction, and grammar instruction’s effectiveness for second-language writing development. Despite research indicating the benefit of grammar instruction for second-language learning and writing development, practical applications of grammar instruction to second-language writing instruction remain sparse within the discourses of second-language learning. Drawing upon theory, research, and practice from within the fields of Second Language Acquisition and Applied Linguistics, this article articulates three practical form-focused collaborative writing tasks that facilitate explicit focus on grammar and language form within the context of L2 writing. Grammar instruction has a prominent place in second-language (L2) writing scholarship and research. Discussions about the role of grammar instruction in L2 writing instruction address a range of issues, from the time that should be spent on grammar instruction (e.g., Ferris & Hedgcock, 2005) to the politics of grammar instruction (e.g., Canagarajah, 1999; Pennycook, 1989) to the effectiveness of written corrective feedback and error correction (e.g., Ferris, 1999; Truscott, 1996). Indeed, the topic of grammar instruction has become part and parcel of L2 writing’s disciplinary discourse. After all, numerous studies have demonstrated not only the distinct nature of L2 writing and the linguistic difficulties that L2 writers face (Raimes, 1985; Silva, 1993) but also the fact that L2 writers need, and benefit from, targeted grammar instruction (Ellis, Basturkmen, & Loewen, 2001; Swain & Lapkin, 2002) . The research notwithstanding, the topic of grammar instruction in a L2 writing context has gained newfound importance for ESL practitioners in California as a result of Assembly Bill (AB) 705. In light of this bill, California Community College educators are being asked to “Review currently offered credit ESL curriculum and consider integrating skills (e.g., grammar/writing, or reading/writing/grammar)” so that credit ESL students are better prepared to transition into transfer-level English. At the same time, the bill has necessitated that credit ESL programs develop new “ESL pathways that transition students from the highest levels of credit ESL course work directly into transfer-level English (TLE) rather than into developmental English courses.” Given the full implementation of AB 705 in Fall 2020, many credit ESL programs are already developing new curricula which focus more on developing students’ academic language proficiency, of which grammar is an integral part (CCC, 2018) . Needless to say, grammar instruction competes for time and attention with other important goals within the L2 writing classroom. In fact, it has been cautioned that a L2 writing class is not a grammar class and that explicit grammar instruction can distract both teachers and students from the multiple literacy goals of a writing curriculum—namely: invention, pre-writing, drafting, revising, editing, etc. (see Ferris & Hedgcock, 2005; Neumann, 2014; Truscott, 1996) . This is indeed a caution worthy of attention. However, if grammar is, as Frodesen and Holten (2003) describe it,“a set of linguistic resources from which native and nonnative speakers alike select forms based on appropriateness for meaning, for audience, and for textual demands,” then language forms and the meanings they realize in written communication are inseparable (p. 157) . In other words, grammar instruction and L2 writing instruction are inextricably connected. Moreover, studies in second language acquisition (SLA) have demonstrated that output plays an important role in L2 acquisition

FAQs

Why is grammar instruction debated in L2 writing instruction?

Researchers have debated whether grammar instruction is necessary, which methodologies work best, and how effective corrective feedback and error correction are for L2 writing development.

How does L2 written output contribute to L2 acquisition?

Written output helps L2 writers test hypotheses and receive feedback, including on grammar forms. It also provides a slower, more deliberate writing process that supports attention to language forms.

What are the three practical collaborative writing tasks proposed in the article?

The article proposes a dictogloss task, a reformulation task, and a peer-review task. Each task is designed to draw students’ attention to language form and enable co-construction of grammar knowledge through discussion.

Oct 15, 2026

Uploaded by Mafia Boss