An abstract summarizes the accompanying article in order to promote it. While many move-analysis studies of abstracts in applied linguistics (AL) have used similar coding frameworks and demonstrated similar rhetorical organizations, their findings have not yet been aggregated to show the overall picture. The present study aimed to both examine move structures in AL abstracts and compare the results with previous studies both synchronically and diachronically. Fifty abstracts were collected from articles published in the journal English for Specific Purposes (ESP) between 2011 and 2013. Sentences were coded using a five-move scheme adapted from previous studies. Combining the results from previous research and the present study showed that most AL abstracts give information on the purpose, methodology, and findings of the associated article, while about half of the articles omit introduction of the topic and discussion of the findings. It was also found that authors frequently violate the move sequence expected by current schemes. These findings consistent with previous research suggest that future researchers informed by move analyses should explore the connection between the findings of move analyses and teaching materials for academic writing.

The hybrid nature of reading-to-write tasks calls for more empirical research on understanding the relationship between L2 reading, writing, and proficiency. This study examines summaries written by 46 Emirati university students, who were asked to write a 150-word summary of an expository text on the topic of “consumerism” during class hours. The summary was assessed based on an analytic rubric. It was also assessed quantitatively in terms of the inclusion of the number of important ideas from the source text, namely, content analysis scores. In addition, the students’ language proficiency, reading proficiency, and writing proficiency had already been externally ascertained with their recent IELTS scores. Significantly positive correlations were found between summary scores and IELTS reading scores, IELTS writing scores, and IELTS proficiency scores. Only a significantly positive relationship was found between content analysis scores and IELTS reading scores, but not the IELTS writing scores and IELTS proficiency scores. This implies the importance of enhancing students’ reading, writing, and language proficiency to help them write an effective summary, and reading in itself is insufficient in the production of an effective summary.

This edited volume showcases state-of-the-art research in technological applications in second language writing. It examines multimodal composing, digital feedback, data-driven learning, machine translation, and technological applications in writing pedagogy. Technology in Second Language Writing reflects the rapidly changing field of technology in second language learning and highlights technological advances across different areas relevant to L2 writing. Composed of empirical studies, reviews, and descriptive essays, this book covers a variety of topics across the areas of composing, pedagogy, and writing research. It includes discussion of computer-mediated communication, language learners’ perceptions about using technology in their writing, the use of social media in writing, corpus learning, translation software, and the use of electronic feedback in language classrooms. Offering a multifaceted approach to technology in a wide variety of second language writing contexts, this cutting-edge book serves as essential reading for scholars and postgraduate students in the field of language teaching, applied linguistics, and TESOL.