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Revising in two languages: A multi-dimensional comparison of online writing revisions in L1 and FL

https://doi.org/10.1016/j.jslw.2006.06.002
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What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

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Effects of quantity and quality of home proximal processes on Dutch, Surinamese-Dutch and Turkish-Dutch pre-schoolers’ cognitive development
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Computer‐Aided Writing in French as a Foreign Language: A Qualitative and Quantitative Look at the Process of Revision
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The LS Graph: A Methodology for Visualizing Writing Revision
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Statistical Power Analysis for the Behavioral Sciences
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The Psychology of Written Composition
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Detection, Diagnosis, and the Strategies of Revision
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Cognitive Processes in Writing
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The Science of Writing
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The Writing Cycle and Cognitive Processes that May Affect Learning
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General Discussion for Study 2 (Chapter 6) and Study 3 (Chapter 7)
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Setting the Scene for Researching Revision in an EFL Writing Context
inferred← citeshttps://doi.org/10.1007/978-981-96-1230-7_2openalex-snapshot
The Critical Role of Metacognition and Self-Efficacy in Revision
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Eye-Tracking
inferred← citeshttps://doi.org/10.1017/9781108233279.001openalex-snapshot
Preface
inferred← citeshttps://doi.org/10.1017/9781108233279.002openalex-snapshot
Introduction to Eye-Tracking
inferred← citeshttps://doi.org/10.1017/9781108233279.003openalex-snapshot
Choosing the Equipment
inferred← citeshttps://doi.org/10.1017/9781108233279.004openalex-snapshot
Practicalities of Eye-Tracking
inferred← citeshttps://doi.org/10.1017/9781108233279.005openalex-snapshot
Researching Reading
inferred← citeshttps://doi.org/10.1017/9781108233279.006openalex-snapshot
Researching Listening and Multimodal Input
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Using Eye-Tracking in Other Contexts
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Working with the Data
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Conclusions
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References
inferred← citeshttps://doi.org/10.1017/9781108233279.011openalex-snapshot
Index
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Review of research on language teaching, learning and policy published in 2006
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EXPLORING SECOND LANGUAGE WRITERS’ PAUSING AND REVISION BEHAVIORS
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INTRODUCTION
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Exploring the relationship of working memory to the temporal distribution of pausing and revision behaviors during L2 writing
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L2 writing
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L2 writing and its external correlates
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Special issue on Learning and Teaching L2 Writing
inferred← citeshttps://doi.org/10.1075/itl.156.13linopenalex-snapshot
Development of Fluency and Revision in L1 and L2 Writing in Swedish High School Years Eight and Nine
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Differences in Process and Process-Product Relations in L2 Writing
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A dual-process model of L1 writing processes
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An ISLA perspective on L2 learning through writing
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Young learners’ verbal reports of their writing strategies when composing an explanatory text in CLIL science
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A theoretically-grounded classification of EFL children’s formulation strategies in collaborative writing
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Keystroke logging
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The study of L2 writing processes
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Writing process studies. Struggling with complexities
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Using keystroke logging for studying L2 writing processes
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Scaffolding process knowledge in L2 writing development: insights from computer keystroke log and process graph
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Bing-powered revision: an exploratory study of EFL students’ use of Bing for L2 writing revision
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Automated tracking of student revisions in response to teacher feedback in EFL writing: technological feasibility and teachers' perspectives
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How Do Proficient and Less Proficient Students Differ in Their Composition Processes?
inferred← citeshttps://doi.org/10.1080/13670050.2020.1760201openalex-snapshot
Japanese L2 learners’ translanguaging practice in written peer feedback
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Text Revision in Deaf and Hearing Bilingual Students
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Translanguaging and the Writing of Bilingual Learners
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Evaluating Writing Process Features in an Adult EFL Writing Assessment Context: A Keystroke Logging Study
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Using screencasting to give feedback for academic writing
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Genetic Criticism
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Copyright Page
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Dedication
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List of Illustrations
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Note on Transcriptions
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Introduction
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Genetic Criticism and Related Fields of Study
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Compiling a Genetic Dossier
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Ecologies of Writing
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Strategies of Reading
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Digital Genetic Editing and Computer-Assisted Genetic Criticism
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ConclusionUnframed
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Modeling Languages Study and Evaluation Techniques
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Exploring EFL Learners' Pausing and Revision Behaviors in a Timed Argumentative Writing Task
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The effect of task authenticity on second language writing product and process: The case of a morphologically complex language – Russian
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Modeling the Development of L1 and EFL Writing Proficiency of Secondary School Students
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Does Foreign Language Writing Benefit From Increased Lexical Fluency? Evidence From a Classroom Experiment
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Effects of Task Complexity on L2 Writing Behaviors and Linguistic Complexity
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Tracking the Real‐Time Evolution of a Writing Event: Second Language Writers at Different Proficiency Levels
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Second Language Chinese Computer‐Based Writing by Learners With Alphabetic First Languages: Writing Behaviors, Second Language Proficiency, Genre, and Text Quality
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Revising Strategy Instruction in Inclusive Settings: Effects for English Learners and Novice Writers
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What and When Second‐Language Learners Revise When Responding to Timed Writing Tasks on the Computer: The Roles of Task Type, Second Language Proficiency, and Keyboarding Skills
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Online Writing Behaviors, Writing Outcomes, and Task Complexity in Computer‐Assisted Collaborative Writing
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Fruitful Feedback
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Observing Writing
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Investigating L2 writing processes across independent and integrated tasks: A mixed-methods study
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Keystroke Analysis
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A Product- and Process-Oriented Tagset for Revisions in Writing
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The temporal distribution of cognitive writing processes and its interaction with task complexity during computer-assisted collaborative writing
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Accessible Communication of Corporate Social Responsibility: Development and Preliminary Evaluation of an Online Module
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Using keystroke logging to understand writers’ processes on a reading-into-writing test
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Directionality and lexical selection in professional translators: Evidence from verbal fluency and translation tasks
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Changes in Revision Behaviours of L2 Writers in an Intensive English for Academic Purposes Program
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Past and future research agendas on writing strategies: Conceptualizations, inquiry methods, and research findings
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The contribution of second language writers’ translanguaging ability to their information-based academic writing ability
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Does revision process differ across language of writing (L1 vs. FL), FL language proficiency and gender?
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Comprehensive corrective feedback in second language writing: The response of individual error categories
inferred← citeshttps://doi.org/10.17239/jowr-2024.15.03.01openalex-snapshot
Making sense of L2 written argumentation with keystroke logging
inferred← citeshttps://doi.org/10.17771/pucrio.acad.65076openalex-snapshot
UMA INVESTIGAÇÃO PSICOLINGUÍSTICA DA ESCRITA EM L1 E L2: UM ESTUDO COM PROFESSORES DE INGLÊS
inferred← citeshttps://doi.org/10.18002/10612/3338openalex-snapshot
La orquestación del proceso de escritura. Desarrollo y diseños de edad y de nivel = The orchestration of the writing process. Development and designs by age and level
inferred← citeshttps://doi.org/10.18552/joaw.v7i1.214openalex-snapshot
Revision Processes in First Language and Foreign Language Writing: Differences and Similarities in the Success of Revision Processes
inferred← citeshttps://doi.org/10.18778/7969-032-9.02openalex-snapshot
ESL and EFL Writing Instruction: Challenges and opportunities
inferred← citeshttps://doi.org/10.21283/2376905x.10.162openalex-snapshot
The effects of an experimental approach to writing instruction on monolingual and multilingual pupils in Italian primary schools
inferred← citeshttps://doi.org/10.2143/itl.156.0.2034416openalex-snapshot
Special issue on Learning and Teaching L2 Writing
inferred← citeshttps://doi.org/10.21435/sflit.14openalex-snapshot
Genetic Criticism in Motion: New Perspectives on Manuscript Studies
inferred← citeshttps://doi.org/10.21744/mami.v2n1.15openalex-snapshot
Written, scratch and spelling languages
inferred← citeshttps://doi.org/10.22158/eltls.v5n5p81openalex-snapshot
A Study on Teacher Feedback and AES Feedback in Chinese College students’ English Writings
inferred← citeshttps://doi.org/10.2307/jj.27195487openalex-snapshot
Writing in Foreign Language Contexts
inferred← citeshttps://doi.org/10.24231/rici.2014.18.1.215openalex-snapshot
Training EFL Learners How to Benefit from Teacher Feedback in Writing Revision
inferred← citeshttps://doi.org/10.2478/fsp-2021-0003openalex-snapshot
Online revisions in Swedish as a foreign language – a longitudinal study
inferred← citeshttps://doi.org/10.24989/fs.v40i3-4.1517openalex-snapshot
Journalistic news writing
inferred← citeshttps://doi.org/10.26686/wgtn.17009243openalex-snapshot
Metaphorical language in second language learners' essays: Products and processes
inferred← citeshttps://doi.org/10.26686/wgtn.17009243.v1openalex-snapshot
Metaphorical language in second language learners' essays: Products and processes
inferred← citeshttps://doi.org/10.29140/lea.v1n1.44openalex-snapshot
Some evidence of the development of L2 reading-into-writing skills at three levels
inferred← citeshttps://doi.org/10.30827/digibug.53894openalex-snapshot
An Exploratory Study on the Role of L1 Use in Peer Written Feedback of L2 Writing
inferred← citeshttps://doi.org/10.31234/osf.io/h25akopenalex-snapshot
A product- and process-oriented tagset for revisions in writing
inferred← citeshttps://doi.org/10.31274/etd-180810-2304openalex-snapshot
Facilitating revision in the English as a second language (ESL) composition classroom through computer-based multimodal composing activities: A case study of composing practices of ESL students
inferred← citeshttps://doi.org/10.32714/ricl.10.01.02openalex-snapshot
The Process Corpus of English in Education: Going beyond the written text
inferred← citeshttps://doi.org/10.3389/fcomm.2022.934583openalex-snapshot
An exploratory analysis of revision behavior development of L2 writers on an intensive English for academic purposes program using Bayesian methods
inferred← citeshttps://doi.org/10.3389/feduc.2023.1133930openalex-snapshot
Revisions in written composition: Introducing speech-to-text to children with reading and writing difficulties
inferred← citeshttps://doi.org/10.3389/feduc.2026.1773621openalex-snapshot
Integrating qualitative learning analytics and retrospective reflections to support formative, process-oriented feedback in EFL writing
inferred← citeshttps://doi.org/10.3389/fpsyg.2023.1258286openalex-snapshot
From process to product: writing engagement and performance of EFL learners under computer-generated feedback instruction
inferred← citeshttps://doi.org/10.3390/languages9030085openalex-snapshot
In Scriptura Veritas? Exploring Measures for Identifying Increased Cognitive Load in Speaking and Writing
inferred← citeshttps://doi.org/10.34894/ny0dssopenalex-snapshot
A Process-oriented Dataset of Revisions during Writing
inferred← citeshttps://doi.org/10.3990/1.9789036537254openalex-snapshot
Assessing writing ability in primary education : on the evaluation of text quality and text complexity
inferred← citeshttps://doi.org/10.3990/1.9789090232164openalex-snapshot
A penny for your thoughts: Investigating the validity and reliability of think-aloud protocols for usability testing
inferred← citeshttps://doi.org/10.4000/variants.1245openalex-snapshot
The Reconstruction of the Author’s Movement Through the Text, or How to Encode Keystroke Logged Writing Processes in TEI-XML
inferred← citeshttps://doi.org/10.4067/s0718-07052023000100219openalex-snapshot
El control metacognitivo de los maestros en formación durante la revisión de textos en lengua extranjera
inferred← citeshttps://doi.org/10.4467/20834624sl.14.013.2321openalex-snapshot
Fluency in second language writing: A developmental perspective
inferred← citeshttps://doi.org/10.5128/erya11.13openalex-snapshot
Using micro-contexts to describe a writing process in Estonian as a second language across proficiency levels
inferred← citeshttps://doi.org/10.5128/lv26.13openalex-snapshot
Eesti keele kui teise keele kirjutamisprotsessi paranduste multidimensionaalne võrdlus keeleoskustasemeti
inferred← citeshttps://doi.org/10.5430/elr.v10n1p10openalex-snapshot
Is Peer Feedback Helpful When Learning Literature Review Writing? A Study of Feedback Features and Quantity
inferred← citeshttps://doi.org/10.55593/ej.26103a22openalex-snapshot
Translanguaging and data-driven learning: How corpora can help leverage learners’ multilingual repertoires
inferred← citeshttps://doi.org/10.56540/jesaf.v2i1.43openalex-snapshot
Lexical Richness and Syntactic Complexity as Predictors of Academic Writing Performance
inferred← citeshttps://doi.org/10.5817/bse2019-2-4openalex-snapshot
Discourse markers in online writing by early balanced English/Italian bilinguals
inferred← citeshttps://doi.org/10.6018/ijes.611761openalex-snapshot
AWE for Formative Purposes in the EFL Context:
inferred← citeshttps://doi.org/10.6018/ijes.7.2.49041openalex-snapshot
LEXICAL RETRIEVAL PROCESSES AND STRATEGIES IN SECOND LANGUAGE WRITING: A SYNTHESIS OF EMPIRICAL RESEARCH
inferred← citeshttps://doi.org/10.6018/ijes.8.1.49081openalex-snapshot
A STATE-OF-THE-ART REVIEW OF THE REAL-TIME COMPUTER-AIDED STUDY OF THE WRITING PROCESS
inferred← citeshttps://doi.org/10.70675/2295f40ez845az4300zb626zc555df621a92openalex-snapshot
EFL learners' writing processes : the relationship between linguistic knowledge, composing processes and text quality
inferred← citeshttps://doi.org/10.7146/hjlcb.v27i54.22951openalex-snapshot
Peer-feedback as a Translation Training Tool in Web-based Communication
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