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Publicatie

The effect of L2 proficiency level on composing processes of EFL learners: Data from keystroke loggings, think alouds and questionnaires

Boekbijdrage - Hoofdstuk

Second language (L2) learners must attain certain language competences before they can control the language they use in composing an L2 text. This study aims to look into the effect of L2 proficiency level on composing processes of L2 student writers in L2 writing. The research to date has produced conflicting evidence concerning the relationship between L2 proficiency and composing processes. A number of L2 studies found that L2 proficiency does not influence L2 writing performance and the occurrence of cognitive activities either in L1 or L2. On the other hand, in other studies, it was found that L2 proficiency plays a major role in explaining L2 writing performance. Data collected for this study consist of keystroke loggings, think aloud protocols and responses to a post-writing questionnaire of 8 Turkish English as a Foreign Language (EFL) high school students while performing an argumentative writing task in their L1 (Turkish) and L2 (English). Results showed that EFL learners spent more time on composing the L2 text with more number of words, pauses and revisions than the L1 text. Additionally, they composed the L1 text more fluently. High L2 proficiency students composed the L2 text more fluently with fewer pauses and revisions than low L2 proficiency students who relied on linguistic concerns. A combination of the above-mentioned methods by triangulation of multiple data sources enabled us to reach the cognitive processes of students effectively during composing in L1 and L2.
Boek: Observing writing: Logging handwriting and computer keystrokes
Pagina's: 212 - 235
ISBN:978-90-04-39252-6
Jaar van publicatie:2019
Toegankelijkheid:Open