L2 Writing Task Representation in Test-Like and Non-Test-Like Situations

Autor/inn/en	Khuder, Baraa; Harwood, Nigel
Titel	L2 Writing Task Representation in Test-Like and Non-Test-Like Situations
Quelle	In: Written Communication, 36 (2019) 4, S.578-632 (55 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-0883
DOI	10.1177/0741088319862779
Schlagwörter	Second Language Learning; Task Analysis; Advanced Students; Essays; Persuasive Discourse; Computer Assisted Testing; Writing Processes; Computer Software; Video Technology; Teaching Methods; Second Language Instruction; Recall (Psychology); Student Attitudes; Graduate Students; Foreign Countries; English (Second Language); Language Tests; Writing Tests; Scores; Interviews; Cues; Revision (Written Composition); United Kingdom; International English Language Testing System + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Aufgabenanalyse; Fortgeschrittener; Essay; Aufsatzunterricht; Persuasion; Persuasive Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; Abberufung; Schülerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Writing test; Schreibtest; Interviewing; Interviewtechnik; Stichwort; Korrektur; Großbritannien; Language tests; Englisch
Abstract	This mixed-methods study investigates writers' task representation and the factors affecting it in test-like and non-test-like conditions. Five advanced-level L2 writers wrote two argumentative essays each, one in test-like conditions and the other in non-test-like conditions where the participants were allowed to use all the time and online materials they needed. The writing was done on computers, and we recorded the writing process and keystrokes using the "Screen Capture Video" and "Inputlog" programs. We audio recorded stimulated recall interviews after each writing session, with the writers reporting and commenting on their writing strategies and their reasons for following them. The findings of this study suggest that there are several factors that play a role in task representation, such as previous education, personal beliefs, and task conditions. Although these factors were present in all participants' responses, the differences in the writers' approaches to interpret and execute the writing were marked. The results highlight various pedagogical issues and options related to teaching writing in general and to the place of task representation on writing programs in particular. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01