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EXPLORING SECOND LANGUAGE WRITERS’ PAUSING AND REVISION BEHAVIORS: A MIXED-METHODS STUDY

  • Andrea Révész (a1), Marije Michel (a2) and Minjin Lee (a3)

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.

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Copyright

This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution, and reproduction in any medium, provided the original work is properly cited.

Corresponding author

*Correspondence concerning this article should be addressed to Andrea Révész, UCL Institute of Education, University College London, 20 Bedford Way, London, WC1H 0AL, UK. E-mail: a.revesz@ucl.ac.uk

Footnotes

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This study was supported by the British Council-IELTS joint-funded research program. We would like to thank Bimali Indrarathne for her invaluable assistance with coding. We are also grateful to the anonymous reviewers for their very helpful suggestions on earlier versions of this manuscript.

Footnotes

References

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EXPLORING SECOND LANGUAGE WRITERS’ PAUSING AND REVISION BEHAVIORS: A MIXED-METHODS STUDY

  • Andrea Révész (a1), Marije Michel (a2) and Minjin Lee (a3)

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