Tech-era L2 writing: Towards a new kind of process

The present study argues that L2 writing pedagogy needs to give more recognition to the impact emerging from new technological tools and online resources. While shifts in approaches from product to process to genre are well-documented in the literature, little research has appreciated the collective influence generated by advances in technology. It is suggested here that developments in software and online resources are leading to improvements in many areas of student writing, both at the levels of language and content. Moreover, efficient use of this technology could have a significant effect on the way in which teachers provide feedback. Collectively, these advances suggest a new dimension has entered the writing process. Copyright © 2009 The Author. Published by Oxford University Press; all rights reserved