Rethinking fluency in task-based L2 writing: A critical examination of product- and process-based measures

Abstract

This paper offers a theoretically informed critical examination of current conceptualizations of fluency in task-based writing, a growing focus within second and foreign language writing research and pedagogy. To date, research in this area has employed both product- and process-oriented metrics, with a notable shift toward process-based approaches over the past few years. This review traces the evolution of these analytic frameworks in writing research, evaluating their respective strengths and limitations. Building on these insights, the paper provides recommendations for the application of each approach in pedagogical and research settings, emphasizing the importance of inclusivity and equity in both second and foreign language instruction and task-based L2 writing research.