Abstract
This study looked at how English as a Foreign Language (EFL) writers formulated macro and micro writing plans, as well as how they translated abstract ideas into concrete linguistic forms while completing a reading-to-write task. Results showed that most of the participants engaged in planning and translating processes during task completion. They appeared to focus on planning the text’s content, with little thought given to the intended readers or the piece’s genre and style. There is also evidence that the participants used micro-planning processes when planning at the sentence and paragraph levels, with the processes of selecting and connecting being used frequently to aid the micro-planning process. The results of the micro-planning process may have been stored in the minds of the participants in the form of abstract thoughts, which were then likely translated into verbal forms.
Highlights
The use of integrated writing tasks in second/foreign language (L2/FL) teaching and assessment has grown in popularity over the past four decades (Gebril & Plakans, 2013; Golparvar & Khafi, 2021; Shi, 2004; Spivey, 1984, 1997; Wang & Zhang, 2021; Weigle & Parker, 2012)
This study looked at how English as a Foreign Language (EFL) writers formulated macro and micro writing plans, as well as how they translated abstract ideas into concrete linguistic forms while completing a reading-to-write task
Almost all of these instances occurred before the participants started to compose and they were mainly concerned with goal setting and consideration of content, for example, Participant 5 said that she “divided the content requirements in the instructions into several parts, and planned the paragraphs to be written according to the focus in each part...”, and Participant 6 reported that “when I was reading, I already began to think about what content I should wrote, because I thought that I did not have to write everything in the materials, for example, I decided not to write about Jobs’ death”
Summary
The use of integrated writing tasks in second/foreign language (L2/FL) teaching and assessment has grown in popularity over the past four decades (Gebril & Plakans, 2013; Golparvar & Khafi, 2021; Shi, 2004; Spivey, 1984, 1997; Wang & Zhang, 2021; Weigle & Parker, 2012). It is generally believed that writing is thought to be unlikely to be done independently of other language skills; rather, it relies on gathering information from external sources either through reading, listening, or both (Esmaeili, 2002; Hinkel, 2006; Hirvela, 2004). Reading-to-write tasks require writers to use both their reading and writing skills. It is argued that, when completing reading-to-write tasks, the planning process requires more of the writers’ reading abilities due to the inclusion of source materials, making the process more complex, as contrasted to planning for an independent writing task (Chan, 2013)
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
