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The Effects of Task Repetition on Child EFL Learners’ Oral Performance
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The Effects of Task Repetition on Child EFL Learners’ Oral Performance
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In: Canadian Journal of Applied Linguistics; Vol. 24 No. 2 (2021): Special Issue: Insight, Instruction, and Outcomes: Reflections from the TBLT 2019 conference; 30-47 ; Revue canadienne de linguistique appliquée; Vol. 24 No. 2 (2021): Numéro spécial : Perspectives, enseignement et résultats : réflexions de la conférence de 2019 sur l'ELBT; 30-47 ; 1920-1818 ; 1481-868X (2021)
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Investigating L2 writing processes across independent and integrated tasks: A mixed-methods study ...
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Investigating L2 writing processes across independent and integrated tasks: A mixed-methods study ...
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State of the Scholarship INTRODUCTION:Special Issue on Methodological Advances in L2 Writing Processes Research
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Exploring second language writers' pausing and revision behaviors:a mixed-methods study
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Abstract:
This study investigated the cognitive processes underlying pauses at different textual locations (e.g., within/between words) and various levels of revision (e.g., below word/clause). We used stimulated recall, keystroke logging, and eye-tracking methodology in combination to examine pausing and revision behaviors. Thirty advanced Chinese L2 users of English performed a version of the IELTS Academic Writing Task 2. During the writing task, participants’ key strokes were logged, and their eye movements were recorded. Immediately after the writing task, 12 participants also took part in a stimulated recall interview. The results revealed that, when participants paused at larger textual units, they were more likely to look back in the text and engage in higher-order writing processes. In contrast, during pauses at lower textual units, they tended to view areas closer to the inscription point and engage in lower-order writing processes. Prior to making a revision, participants most frequently had viewed the text that they subsequently revised or their eye gazes had been off-screen. Revisions focused more on language- than content-related issues, but there was a smaller difference in the number of language- and content-focused stimulated recall comments when larger textual units were revised.
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URL: https://doi.org/10.1017/S027226311900024X https://eprints.lancs.ac.uk/id/eprint/136537/
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Effects of Task Complexity on L2 Writing Behaviors and Linguistic Complexity
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Measuring cognitive task demands using dual task methodology, subjective self-ratings, and expert judgments:a validation study
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Challenges in implicit learning research:validating a novel artificial language
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The role of task- and listener-characteristics in second language listening
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Direct written corrective feedback, learner differences, and the acquisition of second language article use for generic and specific plural reference
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Towards a Fuller Assessment of Cognitive Models of Task-Based Learning: Investigating Task-Generated Cognitive Demands and Processes
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Text characteristics of task input and difficulty in second language listening comprehension
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