Writing in an Electronic Age: A Case Study of L2 Composing Processes

Autor/in	Stapleton, Paul
Titel	Writing in an Electronic Age: A Case Study of L2 Composing Processes
Quelle	In: Journal of English for Academic Purposes, 9 (2010) 4, S.295-307 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-1585
DOI	10.1016/j.jeap.2010.10.002
Schlagwörter	Writing Processes; Case Studies; Second Language Learning; English (Second Language); Revision (Written Composition); Cues; College Students; Graduate Students; Questionnaires; Essays; Interviews; Classification; Cognitive Processes; Word Processing; Computer Uses in Education + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Korrektur; Stichwort; Collegestudent; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fragebogen; Essay; Aufsatzunterricht; Interviewing; Interviewtechnik; Classification system; Klassifikation; Klassifikationssystem; Cognitive process; Kognitiver Prozess; Textverarbeitung; Computernutzung
Abstract	Studies on second language (L2) learners writing in English have found that composing is a recursive process requiring planning, formulating and revising. Of particular note among the many studies that have explored the composing processes of L2 writers are two characteristics: 1) They examine the composing processes of writers in real-time while they respond to a prompt. 2) They have been performed on writers who compose using pen and paper. While such research has been valuable for advancing the understanding of the processes taken by L2 writers, both the task (an immediate response to a prompt) and the instruments (pen and paper) do not reflect typical approaches undertaken by L2 university students. This exploratory case study follows the composing processes of "Andrea," a master's student, while she wrote a 4000-word essay. Using in-depth logs, a questionnaire and interviews, starting from her receipt of a prompt to the assignment submission, Andrea's composing processes were categorized and analyzed both qualitatively and temporally. Findings indicate notable differences between Andrea's time allotment to composing behaviors and that of other studies, suggesting that the cognitive resources used by writers in an electronic environment may be different from those used when using pen and paper. (Contains 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10