Exploring the Process of Reading During Writing Using Eye Tracking and Keystroke Logging

Smet, Milou J. R. de; Leijten, Mariëlle; Waes, Luuk Van

doi:10.1177/0741088318788070

Cited by 17 publications

(11 citation statements)

References 57 publications

(84 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, a qualitative approach, in which some students are asked to write the text in an eye-tracking lab, would certainly provide additional insights (e.g. approach of De Smet, Leijten, & Van Waes, 2018).…”

Section: Discussionmentioning

confidence: 99%

Mapping Master’s Students’ Use of External Sources in Source-Based Writing in L1 and L2

Leijten

Waes

Schrijver

et al. 2019

Stud Second Lang Acquis

Self Cite

View full text Add to dashboard Cite

This article examines how master’s students consult and process sources in source-based writing tasks in L1 and L2. Two hundred eighty master’s students wrote a text in their L1 (Dutch) and L2 (English) at the beginning and end of the academic year. They wrote these texts based on three sources: a report, a web text, and a newspaper article. Their writing processes were registered using the Inputlog keylogging program. This allowed us to determine how much time the students spent reading the sources, when they did so, which sources they consulted most frequently, and how often they switched between the various (types of) sources. The quality of the texts was assessed holistically using pairwise comparisons (D-pac). Confirmative factor analysis showed three components to be relevant to describe source use in L1 and L2 writing: (a) initial reading time, (b) interaction with sources, and (c) the degree of variance in source use throughout the writing process. Individual text quality remained stable in L1 and L2 throughout the academic year. Structural equation modeling showed that the approach in source use, especially source interaction, is correlated with text quality, but in L1 only.

show abstract

Section: Discussionmentioning

confidence: 99%

Mapping Master’s Students’ Use of External Sources in Source-Based Writing in L1 and L2

Leijten

Waes

Schrijver

et al. 2019

Stud Second Lang Acquis

Self Cite

View full text Add to dashboard Cite

show abstract

“…This reading process shows that the design inefficiency of the color system causes frequently re-reading, wastes user time, and allows users to make errors. The frequent re-reading behavior in the eye-tracking test indicates that participants were not confident they were looking at the right information and could also indicate that the information was wrong or difficult to understand (De Smet, Leijten, & Van Waes, 2018).…”

Section: Results Of Task 1 (Find the Train Line: Huning Pdl)mentioning

confidence: 99%

An eye-tracking study examining information search in transit maps

Wang¹,

Lonsdale²,

Cheung³

2021

IDJ

View full text Add to dashboard Cite

This study investigates the legibility of China’s high-speed railway map through eye-tracking measurement. The information searching process was identified by conducting: (1) Scoping stage – a user performance test and interview to inform the design of the eye-tracking study; (2) In-depth stage – an eye-tracking study. A number of visual design problems with the map have been identified. This research explores user-centered design map solutions and provides detailed design guidance for transit maps. It also demonstrates that eye-tracking is an effective method of evaluating the design quality of a transit map as it can identify design limitations and user needs.

show abstract

“…Thus, the joint use of eye-tracking and keystroke logging allows for recording not only physical text production processes but also viewing behaviors during writing. While eye-tracking has been employed in several L1 writing studies (e.g., de Smet, Leijten, & Van Waes, 2018; Johansson, Wengelin, Johansson, & Holmqvist, 2010), this technique is just beginning to be applied to investigate L2 writing processes. In one of the first studies to use this technique, Révész, Michel, and Lee (2017) examined L2 writers’ viewing behaviors while pausing, with a focus on whether their eye fixations during pauses remained within the word, clause, sentence, or paragraph preceding the point of inscription.…”

Section: Investigating L2 Writing Processes: Methodological Issues Anmentioning

confidence: 99%

Introduction

Révész

Michel

2019

Stud Second Lang Acquis

View full text Add to dashboard Cite

The last three decades have seen a significant advancement in describing and understanding the processes involved in second language (L2) writing (for recent reviews, see Cumming, 2016; Polio, 2012; Roca de Larios, Nicolás-Conesa, & Coyle, 2016). Much of the existing research has been cognitive in orientation and concerned with capturing the online behaviors of L2 writers (i.e., directly observable characteristics of the writing process such as pausing) and the cognitive operations that underlie L2 written production (e.g., planning, linguistic encoding). In the cognitive paradigm, the motivation for studying L2 writing processes comes from two main sources. First, research into L2 writing processes is important for theory-building purposes. When constructing and assessing theoretical models of L2 writing, it is not sufficient to look at the linguistic product of the composing process. To avoid the risk of construct underrepresentation (Norris & Ortega, 2003), it is also crucial to provide evidence about the behaviors of L2 writers and the cognitive activities underlying those behaviors. Second, it is believed that information about what L2 writers do when they compose a text can yield useful insights for L2 instruction and assessment. There is increasing evidence, for example, that understanding the processes in which good L2 writers engage may help identify what strategies may be beneficial to teach (e.g., Olson & Land, 2007; van Gelderen, Ootsdam, & van Schooten, 2011). Knowledge about how observable writing behaviors relate to underlying cognitive processes could also help diagnose sources of writing difficulty, and thereby enable educators to adjust instruction to better meet their students' needs. Last but not least, research into L2 writing processes can also provide instructors with insights into the language learning potential of writing, that is, how the act of written production may foster cognitive processes,

show abstract

Exploring the Process of Reading During Writing Using Eye Tracking and Keystroke Logging

Cited by 17 publications

References 57 publications

Mapping Master’s Students’ Use of External Sources in Source-Based Writing in L1 and L2

Mapping Master’s Students’ Use of External Sources in Source-Based Writing in L1 and L2

An eye-tracking study examining information search in transit maps

Introduction

Contact Info

Product

Resources

About