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The Writing Process of Bilingual Students with Focus on Revisions and Spelling Errors in Their Final Texts
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In: Languages; Volume 7; Issue 1; Pages: 61 (2022)
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| 2 |
A plea for teaching writing as an integrative process meant to serve a functional purpose
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Intertextuality in foreign-language academic writing in English. A mixed-methods study of university students’ writing products and processes in source-based disciplinary assignments ...
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A Process-oriented Dataset of Revisions during Writing
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In: English Conference Papers, Posters and Proceedings (2020)
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The effect of automated fluency feedback on written text production
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In: Graduate Theses and Dissertations (2020)
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Abstract:
Fluency is undoubtedly an important aspect of written language production, but little is known about the best ways to encourage the fluent production of text. This article presents a new intervention for improving first language (L1) writing fluency and reports an empirical study investigating writing quality with this intervention. The intervention explicitly encourages fluent text production by providing automated real-time feedback to the writer. The design of this intervention was informed by previous studies on strategy-focused interventions and by two learning theories: skill acquisition theory and the cognitive process theory of writing. Guided by previous research and these theories, this study developed two research questions concerning the new intervention. These questions concerned the impact of this intervention on product and process measures of writing and on users' perceptions of the intervention. To address these research questions, this study employed a mixed-methods approach. It collected quantitative and qualitative data from twenty native-English-speaking undergraduate students at a large Midwestern university. The quantitative data consisted of scores earned by the participants upon completing two writing tasks: one which included the new fluency intervention and one which served as the control condition. These tasks were conducted using an online text editor with embedded keystroke logging capabilities. Linear mixed-effect models were run to analyze the effect of the intervention on the final product of writing (i.e., the text that is produced) and the process of writing (i.e., the time-course of the moment-by-moment actions that taken to produce the text). Findings demonstrated that there were significant differences between the fluency intervention condition and the control condition in terms of the product and the process. Specifically, participants wrote more text, expressed more ideas, and produced a higher-quality text in the fluency intervention condition. The qualitative data consisted of responses to questionnaires in which participants reported their perceptions of the intervention upon completing it. They expressed some potential benefits of the intervention, including being able to think faster and generate more ideas, feeling motivated to write, and writing more intentionally. After presenting these findings in more detail, this thesis concludes by discussing potential practical applications of this intervention.
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Keyword:
fluency; keystroke logging; strategy-focused intervention; writing; writing process; written language production
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URL: https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=8879&context=etd
https://lib.dr.iastate.edu/etd/17872
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| 6 |
L'Heure du conte ou de l'écrit à la parole
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In: ISSN: 0396-891X ; EISSN: 2266-1816 ; Cahiers de Littérature Orale ; https://hal.univ-lorraine.fr/hal-03128681 ; Cahiers de Littérature Orale, Presses de l'Inalco, 2019, L'Heure du conte, 86, pp.25-58. ⟨10.4000/clo.7807⟩ ; https://journals.openedition.org/clo/7807 (2019)
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| 7 |
Écriture numérique à distance : interventions de co- écriture dans un environnement dynamique
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In: EIAH 2019 ; https://hal.archives-ouvertes.fr/hal-02360187 ; EIAH 2019, Jun 2019, Paris, France (2019)
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| 8 |
An Analysis of Writer's Block: Causes, Characteristics, and Solutions
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In: UNF Graduate Theses and Dissertations (2019)
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| 9 |
We Found Language in a Lonely Place: A Rumination Into Quieting the Fears of EL Students and Quieting Our Own Fears about Effectively Tutoring Them
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In: Tutor's Column (2019)
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| 10 |
Comments on Student Papers: Student Perspectives
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In: Journal of Writing Assessment, vol 11, iss 1 (2018)
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日本語学習者の作文執筆過程における自己修正理由 : 上級中国人学習者，上級韓国人学習者，日本語母語話者の作文の比較から
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| 13 |
Investigating autonomy in international students' approaches to university writing assignments
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| 14 |
What can screen capture reveal about students’ use of software tools when undertaking a paraphrasing task?
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In: 8 ; 2 ; 176 ; 190 (2018)
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| 15 |
THE EFFECTS OF PLANNING CONDITIONS ON PRIMARY SCHOOL ESL PUPILS’ NARRATIVE WRITING
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In: Indonesian Journal of Applied Linguistics, Vol 7, Iss 3, Pp 559-574 (2018) (2018)
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Strengthening local identity by writing chronicles in the EFL classroom
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In: Colombian Applied Linguistics Journal, Pp 185-195 (2018) (2018)
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| 17 |
Journey through the writing process: Metaphors of thesis writing experience
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In: ExELL (Explorations in English Language and Linguistics), Vol 6, Iss 2, Pp 163-179 (2018) (2018)
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| 18 |
Lo‐tech tools as episteme: rethinking student engagement in the writing process and beyond
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| 19 |
Writing(s) at the crossroads: the process/product interface
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In: https://hal-univ-paris3.archives-ouvertes.fr/hal-01530923 ; France. John Benjamins, 2015 (2015)
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| 20 |
Student interview for Place-Based WAC/WID writing instruction in Management, clip 13 of 13
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