Student success in higher education often involves the effective integration of source texts into students' writing (Horowitz, 1986); therefore, advanced second language (L2) students are particularly well served by effective reading-to-write instruction. Teaching L2 students to write from sources is challenging because of several issues,…

This study focuses on the pedagogical outcomes connected with the use of an e-dictionary by intermediate and advanced learners of Chinese to aid in reading an expository Chinese e-text. Twenty intermediate and advanced participants read an e-text twice aided by an e-dictionary and wrote recalls of the text in English. In addition to low frequency…