ABSTRACT
Undoubtedly, the writing component of any given language curriculum in an instructed setting has begun to receive much renewed interest due to its potential for L2 development. Indeed, the need to address the connections between the cognitive processes employed during the initial stage of the L2 writing process and the subsequent stage of addressing written corrective feedback (WCF) and L2 development has led researchers investigating individual writing conditions to situate their empirical studies within one of several current psycholinguistic underpinnings to account for the writing process and the role (or lack thereof) of WCF in the L2 learning process. This chapter provides a succinct report of these theoretical underpinnings postulated to account for cognitive processes employed during writing and during the phase of addressing WCF, followed by a critical commentary on their ability to account for the roles of writing and WCF during the revision writing process in L2 learning.
