The foreign language writer's strategic behaviour in the allocation of time to writing processes

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

doi:10.1016/j.jslw.2007.08.005

Cited by 161 publications

(160 citation statements)

References 29 publications

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“…We constructed this time variable by splitting each protocol into five equally long episodes in terms of numbers of segments (cf. Roca de Larios et al 2008;Van den Bergh and Rijlaarsdam 1996). A protocol of 330 segments, for example, would be analyzed as five episodes consisting of 66 segments each.…”

Section: Modelling (Meta)cognitive Activities Across Task Executionmentioning

confidence: 99%

“…A common method for measuring the process of task execution (during writing, but also during other tasks, for example reading tasks or mathematic problems) is the use of think aloud techniques (cf. Cromley and Azevedo 2006;Rijlaarsdam and Van den Bergh 1996;Roca de Larios et al 2008;Van den Bergh and Rijlaarsdam 1996;Van Weijen et al 2008;Veenman and Spaans 2005). Another method for concurrent measurements of writing processes is keystroke logging (e.g.…”

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confidence: 99%

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Relating self reports of writing behaviour and online task execution using a temporal model

Tillema

Bergh

Rijlaarsdam

et al. 2011

Metacognition Learning

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Current theory about writing states that the quality of (meta)cognitive processing (i.e. planning, text production, revising, et cetera) is, at least partly, determined by the temporal distribution of (meta)cognitive activities across task execution. Put simply, the quality of task execution is determined more by when activities are applied than by how often they are applied. Planning and revising are two extreme writing styles, in which (meta)cognitive activities are temporally differently distributed across the writing process. Planners are writers who generate plans before text production. Revisers use text production as a means to arrive at a content plan. The present study investigates the question whether the online (meta)cognitive processing of secondary school students during writing tasks, as measured by think aloud techniques and keystroke logging, can be predicted by their responses to an offline questionnaire which measures to what degree students considered themselves to be planners and revisers. It was expected that different reported writing styles would entail different temporal distributions of six (meta)cognitive activities: reading the assignment, planning, text production, reading own text, evaluating own text and revising. This hypothesis was partly confirmed. The results show that the online temporal distributions of reading the assignment and planning are different for different degrees of reported writing styles. On the basis of these results, the validity of both the questionnaire and the concept of planner and reviser styles are discussed.Keywords Metacognitive and cognitive processes . Metacognitive knowledge . Offline reports . Online reports . Writing Writing a coherent and readable text involves handling many (meta)cognitive activities, such as generating, planning, translating ideas into language and making revisions when Metacognition Learning (2011) 6:229-253

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Section: Modelling (Meta)cognitive Activities Across Task Executionmentioning

confidence: 99%

mentioning

confidence: 99%

Relating self reports of writing behaviour and online task execution using a temporal model

Tillema

Bergh

Rijlaarsdam

et al. 2011

Metacognition Learning

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show abstract

“…Writing strategies are thought to be instrumental in helping L2 learners expand their writing skill. Over the past few decades, research into L2 writing strategies has been extensive (Arndt, 1987;Cumming et al, 1989;Mu, 2005;Raimes, 1985;Roca de Larios et al, 2008;Sasaki, 2002Sasaki, , 2004Sasaki, , 2007Victori, 1999;Whalen & Menard, 1995;Wong, 2005). Some researchers have investigated the role of writing strategies in relation to writing performance (McMullen, 2009;Nguyen & Gu, 2013).…”

Section: Introductionmentioning

confidence: 99%

A Qualitative Study into L2 Writing Strategies of University Students

Raoofi¹,

Chan²,

Mukundan³

et al. 2014

ELT

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This study reports on an investigation into writing strategies of Malaysian university students learning English as a second language. Qualitative data were collected from 21 undergraduate university students aged 19 to 21. The students interviewed reported using a variety of writing strategies. It was also found that all of the participants reported doing some pre-writing activities, and having awareness of their own writing problems. The findings of the study also revealed that the highly proficient student writers reported using more moremetacognitive strategies such as organizing ideas and revising content than less skilled ones. Limitations of the study are discussed, and suggestions for future research are offered. Implications for writing instruction are also presented.

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“…Besides these major themes in adolescent L2 writing literature, we also see some emerging theoretical aspects used in the investigations of this group of writers. These include identity (e.g., Harklau 2000), L1 use (e.g., Kibler 2010), writing time allocation (e.g., Roca de Larios et al 2008), students' reactions to process writing (e.g., Pennington et al 1996), and Internet and adolescent L2 writing (e.g., Lam 2010). However, most of these studies have focused on writers in the North American context; few have investigated Chinese adolescent L2 writers.…”

Section: Adolescent L2 Writingmentioning

confidence: 99%

An exploratory study of ESL writing by junior secondary students in China: text type, register and textual features

Xuan

2017

Functional Linguist.

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While interest in L2 writing research has increased exponentially in recent years, research on adolescent L2 writing remains relatively scarce. Drawing on the framework of functional text analysis, namely context-based text typology and register theory, the present study aimed to explore Chinese adolescent L2 writing from the perspective of writing as meaning making. Ten instances of writing tasks written by a class of 50 junior secondary students from Guangzhou, China were collected. Context-based text typology and field, mode tenor from register theory were used to analyze the participants' writing. The findings revealed that recommending was the dominant text type in the students' writing because of the influence of the exam-driven culture. Moreover, tenor awareness was lacking in the students' writing. Relevant Chinese secondary L2 writing curriculum design and pedagogy recommendations are provided.

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The foreign language writer's strategic behaviour in the allocation of time to writing processes

Cited by 161 publications

References 29 publications

Relating self reports of writing behaviour and online task execution using a temporal model

Relating self reports of writing behaviour and online task execution using a temporal model

A Qualitative Study into L2 Writing Strategies of University Students

An exploratory study of ESL writing by junior secondary students in China: text type, register and textual features

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