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

2.50
Hdl Handle:
http://hdl.handle.net/10547/622175
Title:
Using keystroke logging to understand writers’ processes on a reading-into-writing test
Authors:
Chan, Sathena Hiu Chong
Abstract:
Background 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. 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. Findings This 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. Conclusions The 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.
Citation:
Chan, S (2017) 'Using keystroke logging to understand writers’ processes on a reading-into-writing test', Language Testing in Asia, 7 (10).
Publisher:
Springer Open
Journal:
Language Testing in Asia
Issue Date:
19-May-2017
URI:
http://hdl.handle.net/10547/622175
DOI:
10.1186/s40468-017-0040-5
Additional Links:
https://languagetestingasia.springeropen.com/track/pdf/10.1186/s40468-017-0040-5?site=languagetestingasia.springeropen.com
Type:
Article
Language:
en
ISSN:
2229-0443
Appears in Collections:
English language learning and assessment

Full metadata record

DC FieldValue Language
dc.contributor.authorChan, Sathena Hiu Chongen
dc.date.accessioned2017-09-07T09:16:18Z-
dc.date.available2017-09-07T09:16:18Z-
dc.date.issued2017-05-19-
dc.identifier.citationChan, S (2017) 'Using keystroke logging to understand writers’ processes on a reading-into-writing test', Language Testing in Asia, 7 (10).en
dc.identifier.issn2229-0443-
dc.identifier.doi10.1186/s40468-017-0040-5-
dc.identifier.urihttp://hdl.handle.net/10547/622175-
dc.description.abstractBackground 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. 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. Findings This 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. Conclusions The 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.en
dc.language.isoenen
dc.publisherSpringer Openen
dc.relation.urlhttps://languagetestingasia.springeropen.com/track/pdf/10.1186/s40468-017-0040-5?site=languagetestingasia.springeropen.comen
dc.rightsGreen - can archive pre-print and post-print or publisher's version/PDF-
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectlanguage testingen
dc.subjectreading-into-writingen
dc.subjectwriting assessmenten
dc.subjectL2 writingen
dc.subjectlanguage assessmenten
dc.subjectX162 Teaching English as a Foreign Language (TEFL)en
dc.titleUsing keystroke logging to understand writers’ processes on a reading-into-writing testen
dc.typeArticleen
dc.identifier.journalLanguage Testing in Asiaen
dc.date.updated2017-09-07T09:09:17Z-
dc.description.noteopen access-
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