Scaffolding process knowledge in L2 writing development: insights from computer keystroke log and process graph

Abstract

The last two decades have witnessed a quick shift from pen-and-paper writing to computer keyboard writing. Corresponding to this shift in the writing medium are vigorous research efforts to understand new features of writing in computer keyboard settings. Using Inputlog7.0, this study investigated the writing process of 60 Chinese English as a Foreign Language (EFL) writers to determine how writing proficiency affected their management of writing time allocated to the prewriting planning, formulation and reviewing and revising processes, as well as their management of the production, pausing and revising behaviors. The quantitative Inputlog data sketched out the general writing patterns of L2 writers at different writing proficiency levels and the qualitative graphic portrait of the writing processes by process graph provided enriched understandings of L2 writing. While commending process graph as a learning and teaching tool to scaffold L2 writing development, this study also provides pedagogical implications on how to promote reflective writing by enhancing learner autonomy through process graph.

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