TY - JOUR

T1 - Exploring second language writers' pausing and revision behaviors

T2 - a mixed-methods study

AU - Révész, Andrea

AU - Michel, Marije

AU - Lee, Minjin

PY - 2019/7/31

Y1 - 2019/7/31

N2 - 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.

AB - 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.

U2 - 10.1017/S027226311900024X

DO - 10.1017/S027226311900024X

M3 - Journal article

VL - 41

SP - 605

EP - 631

JO - Studies in Second Language Acquisition

JF - Studies in Second Language Acquisition

SN - 0272-2631

IS - 3

ER -