In recent years, there has been an accelerating trend towards using integrated writing tasks (IWT) in second language (L2) writing assessment settings, which can be attributed to their ability to “mirror” actual academic practices that require students’ comprehension and integration of source-based ideas into the production of written compositions. Nevertheless, these tasks present writers, especially those who are inexperienced, with certain problems associated with plagiarism and poor use of source ideas that result in disappointing test scores. In this sense, it is of practical and personal significance to gain deeper insights into the nature of IWT and various strategies employed by proficient writers to assist not only novice writers in improving their writing performance and academic achievement but also inexperienced teachers in coming up with more effective instructional methods. This literature review is conducted to provide a short overview on IWT regarding definitions, test construct, benefits and challenges. Then, it continues to throw light on strategy use reported in previous research. The literature review ends with some conclusions and recommendations.
Han Le, Long An High School for the Gifted, Vietnam