This longitudinal study investigates the development of writing proficiency in English as a
foreign language (EFL), in contrast to the development of first language (L1) writing …

In this study the relative importance of linguistic knowledge, metacognitive knowledge, and
fluency or accessibility of this linguistic knowledge in both first language (L1; Dutch) and …

This chapter presents an analysis of the Dutch and English writing proficiency of students
who learned Dutch as a second language, compared to students for whom Dutch is the first …

This article investigates the relationship between reading and writing. We assume that these
skills share a number of subskills as can be inferred from models of reading and writing. A …

This study investigates English writing skills of learners two years and one year before their
baccalaureate exam in upper secondary schools (academic track, Gymnasium) in Germany …

This study examines the contribution of L2 proficiency and L1 reading ability to L2 reading
ability in terms of the threshold hypothesis of language proficiency. Two hypotheses were …

Learning to write in foreign language (FL) contexts is different from learning to write in
second language (SL) contexts in several unique ways. Some of the differences arise …

Research on writing development in content and language integrated learning (CLIL)
settings is still inconclusive. This study intends to make a contribution in this respect by …

The study reported in this article examined the first language and second language reading
and writing abilities of adult ESL learners to determine the relationships across languages …

This article revisits the role of cognitive individual differences in creating synergies between
second language (L2) writing and second language acquisition research that were …