Exploring Second Language Writers' Pausing and Revision Behaviors: A Mixed-Methods Study

Autor/inn/en	Revesz, Andrea; Michel, Marije; Lee, Minjin
Titel	Exploring Second Language Writers' Pausing and Revision Behaviors: A Mixed-Methods Study
Quelle	In: Studies in Second Language Acquisition, 41 (2019) 3, S.605-631 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Michel, Marije)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S027226311900024X
Schlagwörter	Writing Processes; Revision (Written Composition); English (Second Language); Language Tests; Second Language Learning; Phrase Structure; Recall (Psychology); Eye Movements; Advanced Students; Task Analysis; Writing Tests; Foreign Countries; Writing Research; Keyboarding (Data Entry); Second Language Instruction; Foreign Students; Mandarin Chinese; Native Language; College Students; Computer Assisted Testing; Behavior Patterns; United Kingdom; International English Language Testing System + Suchen Sie Ihr Suchwort? Korrektur; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Zweitsprachenerwerb; Phrasenstruktur; Abberufung; Augenbewegung; Fortgeschrittener; Aufgabenanalyse; Writing test; Schreibtest; Ausland; Schreibforschung; Texterfassung; Fremdsprachenunterricht; Collegestudent; Großbritannien; Language tests; Englisch
Abstract	This study investigated the cognitive processes underlying pauses at different textual locations (e.g., within/between words) and various levels of revision (e.g., below word/clause). We used stimulated recall, keystroke logging, and eye-tracking methodology in combination to examine pausing and revision behaviors. Thirty advanced Chinese L2 users of English performed a version of the IELTS Academic Writing Task 2. During the writing task, participants' key strokes were logged, and their eye movements were recorded. Immediately after the writing task, 12 participants also took part in a stimulated recall interview. The results revealed that, when participants paused at larger textual units, they were more likely to look back in the text and engage in higher-order writing processes. In contrast, during pauses at lower textual units, they tended to view areas closer to the inscription point and engage in lower-order writing processes. Prior to making a revision, participants most frequently had viewed the text that they subsequently revised or their eye gazes had been off-screen. Revisions focused more on language- than content-related issues, but there was a smaller difference in the number of language- and content-focused stimulated recall comments when larger textual units were revised. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01