A Comparison of the Cognitive Processes Involved in L2 Learners⿿ Writing Process when they are Composing in English and in their L1

Abstract

This research investigates whether advanced-level language learners use similar cognitive strategies when they are composing a paragraph in their L2 (English) and L1 (Turkish). More specifically, the cognitive processes under investigation were grouped under two categories: Planning and Content Generation, and the investigation was designed to observe if there was a tendency to use any of these categories more than the other one while composing in a particular language. A mixed method was used to investigate the issue. Qualitative data was collected through think-aloud protocols during the participants⿿ written composition process, and quantitative data was obtained by calculating the indicators of planning and content generating strategies on the coded data. Chi-square tests were used to see whether the difference between the strategies used in the composing process for two languages was statistically significant. The results showed no statistically significant difference (p=.03), which suggested that the participants were making use of similar cognitive strategies when they were writing a paragraph in their L1 and L2. This leads to a further suggestion that instruction in written composition in one language might affect the composition process in another language.