While there are a number of books that address how to research first language (L1) and second language (L2) writing, there are not many accessible research manuals that guide novice researchers on how to research cognitive processes associated with L1/L2 writing. Researching L1/L2 writing processes and development requires a consideration of a number of variables because writing typically occurs in many different contexts (e.g., in-class, at home), settings (e.g., ESL vs. EFL), modalities (e.g., paper and pen, digital), and conditions (e.g., individual, collaborative). We find the edited volume Research Methods in the Study of L2 Writing Processes by Rosa Manchón and Julio Rocaa (2023) to be insightful for two reasons. First, all the chapters in the volume provide step-by-step directions in researching L1/L2 writing processes, highlight methodological concerns, and offer ideas on addressing those concerns. Second, the volume provides an excellent overview of key considerations in employing diverse research instruments to study writing processes.

This article introduces teachers to some freely available online resources designed to help writers – those of all skill levels, especially language learners – with collocation. It shows how wildcard searches in search engines, online corpora, and concordance tools can be used to check and explore collocations in writing.

Most writing teachers make use of pens/pencils or computers as a tool to provide their students with written feedback. This article recommends a range of feedback modes for writing teachers, including (1) pen-and-paper, (2) insert comment/track change (giving comments by deleting and adding), and (3) insert audio (recording your voice). Advantages and disadvantages of each feedback mode, based on teacher’s observation as well as students’ preferences, are discussed to help writing teachers consider how different commenting modes might facilitate their feedback process.