What and When Second‐Language Learners Revise When Responding to Timed Writing Tasks on the Computer: The Roles of Task Type, Second Language Proficiency, and Keyboarding Skills

Modern Language Journal - Tập 100 Số 1 - Trang 320-340 - 2016
Khaled Barkaoui1
1York University, 253 Winters College, Keele Campus, Toronto, Ontario, Canada

Tóm tắt

This study contributes to the literature on second language (L2) learners’ revision behavior by describing what, when, and how often L2 learners revise their texts when responding to timed writing tasks on the computer and by examining the effects of task type, L2 proficiency, and keyboarding skills on what and when L2 learners revise. Each of 54 participants with 2 levels of L2 proficiency (low vs. high) and 2 levels of keyboarding skills (low vs. high) responded to timed independent and integrated writing tasks on the computer. A keystroke logging program recorded each participant's writing activities. Keystroke data were coded in terms of participants’ revision behavior (e.g., orientation, linguistic domain, and temporal location of revisions) and then compared across tasks and learner groups. The findings suggest that the participants tended to revise form more often than content and that L2 proficiency and, to a lesser extent, task type, but not keyboarding skills, affected participants’ revision behaviors during the timed writing tasks. Overall, the participants made more precontextual (that is, at the point of inscription) revisions than contextual revisions (that is, revisions of already written text), made considerably more typography and language revisions than content revisions, revised more frequently at the phrase and word level than at higher levels, and tended to make precontextual revisions more frequently in the first two thirds of the writing process and contextual revisions most frequently in the last third of the writing session. The findings and their implications for practice and research are discussed.

Từ khóa


Tài liệu tham khảo

Abdel Latif M., 2008, A state‐of‐the‐art review of the real‐time computer‐aided study of the writing process, International Journal of English Studies, 8, 29

10.1007/978-94-010-0804-4

10.1007/978-94-007-1048-1_1

Alves R. A., 2007, Writing and cognition: Research and applications, 55, 10.1163/9781849508223_005

Barkaoui K., 2007, Revision in second language writing: What teachers need to know, TESL Canada Journal, 25, 81, 10.18806/tesl.v25i1.109

Barkaoui K.(2015).Test‐takers’ writing activities during TOEFL‐iBT writing tasks: A stimulated recall study. (ETS Research Report No. RR‐15‐04).Princeton NJ:Educational Testing Service.

Bartlett E. J., 1982, What writers know: The language, process, and structure of written discourse, 345

Beason L., 1993, Feedback and revision in writing across the curriculum, Research in the Teaching of English, 27, 395, 10.58680/rte199315397

Broekkamp H., 1996, Theories, models and methodology in writing research, 170

10.1007/BF01464075

10.1348/000709901158370

10.4135/9780857021069.n6

10.1177/0741088301018001004

10.1177/1534508407311403

10.2307/356602

Fayol M., 1999, The cognitive demands of writing: Processing capacity and working memory effects in text production, 13

Field A., 2009, Discovering statistics using SPSS

10.3102/00346543057004481

10.17239/jowr-2008.01.01.2

Hacker D. J., 1994, Comprehension monitoring as a writing process, Advances in Cognition and Educational Practice, 6, 143

10.2307/3586851

Hall E., 1991, Variations in composing behaviors of academic ESL writers in test and non‐test situations, TESL Canada Journal, 8, 9, 10.18806/tesl.v8i2.585

Hayes J. R., 1996, The science of writing: Theories, methods, individual differences and applications, 1

10.1007/978-94-007-1048-1_2

Hayes J. R., 2006, Handbook of writing research, 28

10.1177/0741088306286283

Hayes J. R., 1987, Advances in applied psycholinguistics: Reading, writing, and language processing, 176

Kellogg R. T., 1996, The science of writing: Theories, methods, individual differences and applications, 57

10.17239/jowr-2015.06.03.2

Leijten M., 2006, Computer key‐stroke logging: Methods and applications (, 73, 10.1163/9780080460932_006

10.1177/0741088313491692

10.1016/j.asw.2005.09.001

Lindgren E., 2006, Computer key‐stroke logging: Methods and applications, 157, 10.1163/9780080460932_010

Lindgren E., 2006, Computer key‐stroke logging: Methods and applications, 31, 10.1163/9780080460932_004

Matsuhashi A., 1987, Writing in real time: Modeling production processes, 197

10.1007/BF01464076

10.1207/S15326985EP3501_3

10.1111/0026-7902.00007

10.3758/BF03194960

10.1016/1060-3743(93)90021-T

10.1007/978-1-4020-4489-2_18

10.1016/0346-251X(95)00056-P

10.1111/j.1467-1770.1987.tb00579.x

10.1016/S8755-4615(96)90038-9

Scardamalia M., 1987, Advances in applied psycholinguistics: Reading, writing, and language learning, 142

10.1016/S0346-251X(99)00063-9

10.1016/S0378-2166(02)00123-6

10.2307/356588

10.1016/j.jslw.2006.06.002

10.1111/0026-7902.00059

Torrance M., 2006, Handbook of writing research, 67

10.1016/S0378-2166(02)00121-2

10.1163/9781849508223_006

10.1111/j.1467-1770.1995.tb00447.x

Witte S. P., 1985, The acquisition of written language: Response and revision, 250

Thông tin
Thông tin xuất bản

Modern Language Journal

Tập 100 Số 1

320-340

Thông tin tác giả