Profiling the Pausing Behaviour of EFL Learners in Real-Time Computer-Aided Writing: A Multi-Method Case Study

Autor/inn/en	Shen, Cuiping; Chen, Ningyang
Titel	Profiling the Pausing Behaviour of EFL Learners in Real-Time Computer-Aided Writing: A Multi-Method Case Study
Quelle	In: Asian-Pacific Journal of Second and Foreign Language Education, 6 (2021) 1, Artikel 15 (26 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Ningyang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2363-5169
DOI	10.1186/s40862-021-00118-1
Schlagwörter	Foreign Countries; Second Language Learning; Postsecondary Education; Behavior Patterns; Computer Uses in Education; Writing (Composition); Writing Skills; Self Evaluation (Individuals); China + Suchen Sie Ihr Suchwort? Ausland; Zweitsprachenerwerb; Post-secondary education; Tertiäre Bildung; Computernutzung; Schreibübung; Writing skill; Schreibfertigkeit
Abstract	Technologically enhanced means and devices in language education and research have enabled an in-depth exploration of the dynamics of writing. This study investigated the pausing behaviour of eight Chinese English as a Foreign Language (EFL) learners at the tertiary level in performing an online writing task. Quantitative and qualitative data were collected using a combination of methods and techniques, including keystroke logging, screen recording videos, think-aloud protocols, and stimulated recall interviews to establish a profile of each learner's pausing behaviour. The learners' pause profiles were extensively analyzed with a comparative focus on similarities and differences in EFL learners' pausing behaviour across writing skill levels. Overall, the findings revealed a general tendency for the learners to pause most frequently at a low text unit level, i.e., the lexical level. More specifically, less-skilled writers tended to pause more frequently than more-skilled writers at lower-level text units, whilst more-skilled writers chose to make more strategic pauses to gain overall control of their writing. Furthermore, these findings help reveal the intricate self-monitoring patterns that undergird individual writer's pausing behaviour and relate these patterns to self-monitoring awareness, writing knowledge and experience, and writing habit. This small-scale multi-method study offers a glimpse into how EFL learners at different skill levels would respond to a real-time online writing task by using resources at their disposal and under conscious monitoring. Methodologically, it adds empirical evidence to previous literature on researching the computer-aided writing process with computer-aided tools and considers productive complementation and triangulation across research approaches and paradigms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01