Chapter published in:Writing and Language Learning: Advancing research agendas
Edited by Rosa M. Manchón
[Language Learning & Language Teaching 56] 2020
► pp. 231–254
Processing output during individual L2 writing tasks
An exploration of depth of processing and the effects of proficiency
The present study explored the different levels of processing as well as the strategic orientation involved in the language-related episodes identified in the think-aloud protocols produced by 21 EFL writers (divided into three proficiency groups: pre-intermediate, intermediate and advanced) during the individual completion of an argumentative writing task. Results confirmed previous predictions on (i) the manner in which engaging in L2 writing may foster deep levels of language processing, and (ii) the proficiency-dependency of such processing. In particular, advanced learners engaged in deeper levels of processing with an upgrading strategic orientation, which involved complex manipulation and evaluation of L2 forms and structures. These findings are discussed through the lens of the language learning potential of individual L2 writing tasks.
Bergsleithner, J. M.
Byrnes, H., & Manchón, R. M.
Calderón, A. M.
Galbraith, D., & Vedder, I.
Hulstijn, J. H.
Laufer, B., & Hulstijn, J.
Leow, R. P.
López-Serrano, S., Roca de Larios, J., & Manchón, R. M.
Manchón, R. M., & Roca de Larios, J.
Manchón, R. M., Roca de Larios, J., & Murphy, L.
Manchón, R. M., & Williams, J.
Miller, G. A.
Révész, A., Kourtali, N., & Mazgutova, D.
Révész, A., & Michel, M.
Roca de Larios, J., Manchón, R. M., Murphy, L., & Marín, J.
Shing, Y. L., & Brod, G.