An Overview of Writing Process Research: Using Innovative Tasks and Techniques for a Better Understanding of L2 Writing Processes in Assessment Contexts

Abstract

Over the past 40 years, second language educators and assessors have come to the realization that investigating the process of writing can shed light on language teaching, learning and assessment practices (Odendahl & Deane, 2018). What L2 writers do and think while writing can provide links between the task, the related construct and the cognitive mechanisms the learners engage in. In assessment contexts, such information can help language testers to ensure that performance-based score inferences are truly linked to not only the linguistic knowledge of examinees, but also to the functions of mental architecture intended in a specific task (Purpura, 2013). Recent advances in technology have provided the researchers with innovative tools for investigating L2 writing processes in different contexts. This paper provides a brief review of L2 writing process research by presenting the most influential theoretical approaches to the conceptualization and investigation of writing process in L1 and L2, followed by a review of some representative empirical research. Recognizing the need for investigating writing processes under assessment conditions, the paper attempts to delve more deeply into this topic by examining the existing L2 process research in assessment contexts, paying particular attention to the role of technology and assessment techniques.

Analyzing Essential Aspects of Developing English Paragraphs Based on Comparing Levels Five and Nine of EFL Students

“…Writing consists of language aspects and cognitive tasks that good writers should consider when expressing their intended ideas (Fawa'reh, 2019). Figure 2 presents the major cognitive writing processes writers commit to when producing a new written task (Davoodifard, 2022). Submitting good paragraphs involves different cognitive writing processes such as planning, organizing ideas, drafting, and revising.…”

“…English language learners should consider these steps when constructing a well-written paragraph. According to Davoodifard (2022), writers must follow a number of steps to write effectively. These include planning, where students focus on the targeted audience and the purpose of the intended written paragraphs; organization of the main points and supporting details; draft creation; and revision of the written content.…”

Learning to Write Through Mind Mapping Techniques in an EFL Writing Classroom

“…Ré vé sz et al (2017) showed that integrated tasks could reduce planning time due to their content support and let writers focus on other tasks, like overall revision and monitoring. According to research on the L2 writing process in assessment contexts, assessment conditions influence time allocation, pausing, planning, monitoring, fluency, revision patterns, and perception of difficulty level are all examples of writing behaviors and cognitive mechanisms (Davoodifard, 2022). Besides, Luque and Morgan-Short (2021) indicated a significant relationship between cognitive control abilities, specific to reactive control, and overall L2 proficiency.…”