Abstract
This study investigated how stimulated recall induced peer-peer and expert-novice interactions during the replay of the participants’ writing process using InputLog affected the number of enhancements made to a composition. Enhancement was operationalized as the surface and non-surface changes made either during (noticing) or after (revision) the stimulated recall session. Twenty-four high intermediate EFL students wrote different narrative essays and recorded the writing process with InputLog. Next, they participated in stimulated recall sessions while watching the replay of their writing process, three times with a peer and once with an expert. During and after these sessions, the participants revised their essays. The greatest number of enhancement was made in the expert-novice stimulated recall sessions. However, while there was a significant difference in the number of non-surface changes, no significant difference was found in the number of surface changes in these sessions.
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