Developments in classroom-based research on L2 writing

This paper reviews and reflects on developments in classroom-based research second or foreign language (L2) writing from 2001 to 2020, based scholarship drawn the Journal of Second Language Writing, flagship journal field. The review covers a total 75 studies examines major themes key findings under three strands: (1) students student learning writing; (2) teachers teaching (3) classroom assessment feedback, as well theories methodologies adopted extant L2 writing. article ends with discussion practical implications arising review, potential gaps that inform future directions for research. By providing state-of-the-art writing, this contributes nuanced understanding salient issues about learning, take place naturalistic contexts, relevant both practitioners researchers.