Using keystroke logging to understand writers\u2019 processes on a reading-into-writing test

Sathena Chan

doi:10.1186/s40468-017-0040-5

Abstract

BackgroundIntegrated reading-into-writing tasks are increasingly used in large-scale language proficiency tests. Such tasks are said to possess higher authenticity as they reflect real-life writing conditions better than independent, writing-only tasks. However, to effectively define the reading-into-writing construct, more empirical evidence regarding how writers compose from sources both in real-life and under test conditions is urgently needed. Most previous process studies used think aloud or questionnaire to collect evidence. These methods rely on participants’ perceptions of their processes, as well as their ability to report them.FindingsThis paper reports on a small-scale experimental study to explore writers’ processes on a reading-into-writing test by employing keystroke logging. Two L2 postgraduates completed an argumentative essay on computer. Their text production processes were captured by a keystroke logging programme. Students were also interviewed to provide additional information. Keystroke logging like most computing tools provides a range of measures. The study examined the students’ reading-into-writing processes by analysing a selection of the keystroke logging measures in conjunction with students’ final texts and interview protocols.ConclusionsThe results suggest that the nature of the writers’ reading-into-writing processes might have a major influence on the writer’s final performance. Recommendations for future process studies are provided.

Highlights

Integrated reading-into-writing tasks are increasingly used in large-scale language proficiency tests
The results suggest that the nature of the writers’ reading-into-writing processes might have a major influence on the writer’s final performance
The knowledge transformation writing approach involves high-level processes such as task representation, discourse synthesis and revision which are likely to be different from those processes involved when writers write upon memory

Summary

Introduction

Integrated reading-into-writing tasks are increasingly used in large-scale language proficiency tests Such tasks are said to possess higher authenticity as they reflect real-life writing conditions better than independent, writing-only tasks. To effectively define the reading-into-writing construct, more empirical evidence regarding how writers compose from sources both in real-life and under test conditions is urgently needed. Integrated test tasks which require students to transform knowledge from sources are believed to represent a more authentic performance condition and reflect academic literacy requirements, than those independent writing tasks which require students to express their opinions based on previous knowledge (Cumming, 2013; Plakans, 2009).

Objectives

Methods

Results

Conclusion