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Eye-tracking recursivity in reading-writing integrated continuation tasks

Keywords
academic writing;EFL and ESL writing;eye tracking;L2
Domain
-

Abstract

Source-based writing is characterized by writers’ switches between reading source texts and producing their own texts, a self-regulatory process termed recursivity. The reading-writing integrated continuation task (RWICT), requiring learners to read and extend an incomplete text logically and coherently, naturally elicits recursivity. Such recursivity may foster intensive interaction with the authentic input and facilitate alignment with the source text, thereby enhancing textual cohesion and writing quality. Despite increasing attention to recursivity in L1 writing, its contribution to L2 writing and its relationship with working memory (WM) remain insufficiently researched. The present study adopts an eye-tracking methodology and addresses the following research questions: 1) What are the temporal and attentional patterns of learners’ recursivity in completing the RWICT? 2) What strategic functions underlie recursivity? 3) To what extent is WM related to the recursivity? 4) To what extent is recursivity related to the writing cohesion and quality?61 Chinese EFL undergraduates completed an RWICT, a reading-span WM test. A focus group of 14 participants took part in a stimulated recall. Three sources of data were analyzed: 1) writing outcomes, assessed via a holistic rubric and 8 cohesion indices; 2) fixation duration and visit count on the source text and paragraph prompts during writing as indicators of recursivity; 3) strategic functions underlying recursivity, captured through qualitative analysis of stimulated recall.Results showed that: 1) all participants engaged in recursive behaviors while writing, with the majority occurring in the source text, followed by paragraph 2 and 1 prompts; 2) recursivity served multiple functions, such as maintaining cohesion, planning content, reusing linguistic forms; 3) recursivity positively predicted both connective-based and semantic cohesion, though it didn’t predict writing quality; 4) no significant effects of WM on recursivity were observed. The findings are discussed in light of previous research on recursivity and continuation tasks.

Monitoring Strategies in ESL Timed Essay Writing: Insights from Ghana

Keywords
assessment;EFL and ESL writing;metacognition;writing processes
Domain
Cognitive Science

Abstract

Monitoring has a central place in global models of writing; yet, its specific manifestation, particularly in Ghanaian ESL pre-university pen-and-paper writing contexts, has not received adequate published attention. As such, as part of a larger study employing a convergent parallel design, the current research used a conceptual framework derived from Abdel Latif’s (2021) model of writing to explore the monitoring strategies of 85 randomly sampled Ghanaian senior high school students who wrote an argumentative essay under think-aloud conditions. Data were analysed using protocol and descriptive analysis procedures. Quantitative results indicated that task management was the most common strategy, followed by evaluation and reasoning, whereas motivation regulation was the least frequent. Additionally, high variability across all strategies indicated considerable individual differences in strategy deployment. On the other hand, qualitative findings revealed that task management facilitated goal setting, organising the writing process, and monitoring time, although most participants did not strategically allocate time across different writing phases. Again, evaluation served to check appropriateness and review decisions, but was often shallow, reactive, and tentative, which signaled limited procedural knowledge for self-assessment. Reasoning contributed to task interpretation, idea development, rhetorical positioning, and metalinguistic awareness; however, its inconsistent and inefficient application led to a fragmented understanding of the task and poor rhetorical control. Motivation regulation appeared in forms of self-encouragement, emotional control, and sustaining effort, yet its sparse use suggests underdeveloped strategies for managing affect and perseverance. The findings validate aspects of Abdel Latif’s (2021) model and accentuate the need for explicit metacognitive instruction to strengthen strategic control and text quality in ESL timed writing contexts.