Chapter 4. The Temporal Dimension and Problem-solving Nature of Foreign Language Composing Processes. Implications for Theory

Manchón, Rosa M.; Larios, Julio Roca de; Murphy, Liz

doi:10.21832/9781847691859-008

Cited by 71 publications

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“…The main groups of L2 writers in focus in this body of work have been second and foreign language university students (e.g., Csizér & Tankó, 2015;Manchón et al, 2009;Sasaki, 2004Sasaki, , 2007 writers (e.g., Beare & Bourdages 2007) and secondary school students (e.g., Maarof & Murat, 2013;Schoonen et al, 2009Schoonen et al, , 2011Simeon, 2016;Tillema, 2012;Tillema, van den Bergh, Rijlaarsdam, & Sanders, 2011). Given the nature of research preoccupations and the fact that the phenomena under the spotlight are not always directly accessible, data collection procedures have included introspective techniques (e.g., think-aloud protocols or stimulated recalls), survey data collection procedures (i.e., questionnaires or interviews), text analysis, and computerized tracking (e.g., keystroke logging), often triangulating data from several sources.…”

Section: Strand 1: Strategy Use -Mediating Factors and Effectsmentioning

confidence: 99%

“…As for learner-related variables, plenty of scholarly attention has been paid to L2 proficiency (e.g., Cumming 1989; Manchón et al, 2009;Sasaki, 2000Sasaki, , 2004, and degree of writing competence or expertise, with important differences reported between skilled and unskilled writers (e.g., Chien, 2012;Cumming, 1989;Raoofi, Binandeh, & Rahmani, 2017). These two factors have been found to influence the quantitative and qualitative use of strategies, as well as the effect that a given strategy may have (see Roca de Larios et al, 2002, for a thorough review).…”

Section: Strand 1: Strategy Use -Mediating Factors and Effectsmentioning

confidence: 99%

“…These two factors have been found to influence the quantitative and qualitative use of strategies, as well as the effect that a given strategy may have (see Roca de Larios et al, 2002, for a thorough review). Additional writer-related variables investigated include gender (McMullen, 2009), motivation, (e.g., Csizér & Tankó, 2015), or the writer's mental model of writing, that is, the set of conceptions and beliefs that guide writing performance (e.g., Cumming, 1989;Devine, Raley, & Boshoff, 1993;Manchón et al, 2009;Nicolás-Conesa et al, 2014).…”

Section: Strand 1: Strategy Use -Mediating Factors and Effectsmentioning

confidence: 99%

“…Manchón et al, 2009;Roca de Larios et al, 1999). For instance, argumentative tasks were found to trigger more decisions involving simultaneous thinking about gist and language than letter writing (Cumming, 1989), and backtracking behavior was found to differ in narrative and argumentative tasks (Manchón et al, 2000).…”

Section: Strand 1: Strategy Use -Mediating Factors and Effectsmentioning

confidence: 99%

“…Research concerned with the qualitative and quantitative use of strategies in L2 writing has provided holistic descriptions of L2 writers' composing behavior either (a) globally (cf. Cumming 1989;Manchón et al, 2009;Sasaki, 2000Sasaki, , 2002 or (b) with reference to just one macro-writing process, be this planning (cf. Akyel, 1994;Manchón & Roca de Larios, 2007a), formulation (e.g., Chenoweth & Hayes, 2001;Roca de Larios et al, 2001;Zimmermann, 2000), or revision (e.g., Porte, 1995Porte, , 1996Porte, , 1997Sengupta, 2000;Takagaki, 2003).…”

Section: Strand 1: Strategy Use -Mediating Factors and Effectsmentioning

confidence: 99%

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Past and future research agendas on writing strategies: Conceptualizations, inquiry methods, and research findings

Manchón

2018

SSLLT

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This paper offers a retrospective narrative review of research on L2 writing strategies and a prospective discussion of potential theoretical and pedagogical relevant lines of inquiry to be explored in future research agendas. The retrospective analysis will synthesize the main trends observed in the conceptualization of writing strategies as well as central directions followed in empirical research in the domain. The prospective discussion tries to advance research agendas on the basis of several observations about L2 writing that are presented as key points to be considered when analyzing existing or thinking about future research in the domain. Special mention will be made of future research avenues centrally concerned with theoretical and empirical questions on the manner in which strategic behavior during writing and during written corrective feedback processing may foster language learning. It will be suggested that following this route can result in interesting and profitable synergies between research on language learning strategies and recent SLA-oriented L2 writing research initiatives on the language learning potential associated with L2 writing.

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Section: Strand 1: Strategy Use -Mediating Factors and Effectsmentioning

confidence: 99%

Section: Strand 1: Strategy Use -Mediating Factors and Effectsmentioning

confidence: 99%

Section: Strand 1: Strategy Use -Mediating Factors and Effectsmentioning

confidence: 99%

Section: Strand 1: Strategy Use -Mediating Factors and Effectsmentioning

confidence: 99%

Section: Strand 1: Strategy Use -Mediating Factors and Effectsmentioning

confidence: 99%

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Past and future research agendas on writing strategies: Conceptualizations, inquiry methods, and research findings

Manchón

2018

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Introspective Methods

Sasaki

2013

The Companion to Language Assessment

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The chapter introduces three typical introspective measures (think‐aloud reports, immediate recalls, and stimulated recalls) that have been used in language assessment (LA) research mainly to elicit test takers' and test raters' thinking processes. First, it briefly touches upon how and why introspection became a legitimate research target in the humanities in general, then in applied linguistics, and later in the LA field. Because of the combined influences of behaviorism and structuralism after World War II, the LA field had long viewed the use of qualitative data such as introspection in research as somewhat suspicious. However, under the influence of information processing perspectives and the sociocultural orientation in applied linguistics, and most importantly through the redefinition of “test validity” in language testing itself, some recent LA studies have begun using introspection measures for the purpose of investigating how the test products (e.g., scores) are actually brought about. This evolution can also be related to the epistemological changes advocated by some researchers in the concept of assessment itself (e.g., dynamic assessment). The three measures listed above are operationally defined, and some possible advantages and disadvantages of each method when applied to LA research are discussed. Selected studies illustrate how these methods have been adopted in past research. The dos and don'ts that prospective researchers should bear in mind when planning to use these methods in their studies are also presented. The chapter concludes by mentioning several possible directions that future studies could take and that might benefit not only those involved in test development and administration but also those concerned with language education in general.

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The Manifestations and Constraints of Equity Materials on Undergraduate L2 Students’ Writing Development

Britton,

Austin

2022

Educational Linguistics

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Chapter 4. The Temporal Dimension and Problem-solving Nature of Foreign Language Composing Processes. Implications for Theory

Cited by 71 publications

References 0 publications

Past and future research agendas on writing strategies: Conceptualizations, inquiry methods, and research findings

Past and future research agendas on writing strategies: Conceptualizations, inquiry methods, and research findings

Introspective Methods

The Manifestations and Constraints of Equity Materials on Undergraduate L2 Students’ Writing Development

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