This book provides an overview of the role of cognition in L2 writing in order to equip educators with the knowledge and tools necessary to nurture more robust learning experiences in L2 writing instruction.

The book explores the current multifaceted terrain of cognition in L2 writing, tackling various dimensions including the potential for learning during the writing and revision stages, the influence of cognitive processes and strategies during these stages, and the application of cognition-based research in instructed second language acquisition (ISLA) contexts. It offers educators theoretically driven and empirically supported insights to enrich writing instruction across diverse educational levels, contexts, proficiency levels, genres, and writing conditions.

This edited collection is a valuable resource for graduate students, scholars, and researchers seeking to deepen their understanding of cognition and its impact on second language writing.