Abstract The story continuation writing task (SCWT) is a newly developed type of integrated writing task that is observed to be able to stimulate language learning efficiently. Nevertheless, little is known with respect to what source knowledge test-takers notice and how they process the noticed information during the task. This paper contributes to the literature by investigating what and how source information is attended to and utilized in SCWT. Think-aloud protocols and retrospective interviews were collected from 19 students. In addition, nine teachers were interviewed for their perceptions about source use in SCWT. Findings indicated that the SCWT required knowledge-transforming process, as the test-takers attended to both conceptual and textual aspects of the source text. The SCWT represented a unique integrated writing task, because test-takers could rely on the conceptual information for source interpretation and writing development. They could directly employ or imitate the noticed textual information in the continuation. The implications of adopting SCWT as an integrated writing task for assessing students are discussed.

中文翻译：

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故事延续写作任务中的来源使用

摘要 故事延续写作任务（SCWT）是一种新开发的综合写作任务，被观察到能够有效地刺激语言学习。然而，对于应试者注意到哪些源知识以及他们如何在任务期间处理注意到的信息，我们知之甚少。本文通过调查在 SCWT 中处理和利用源信息的内容和方式，为文献做出了贡献。从 19 名学生中收集了大声思考协议和回顾性访谈。此外，还采访了 9 名教师，了解他们对 SCWT 中资源使用的看法。结果表明，SCWT 需要知识转化过程，因为考生同时关注源文本的概念和文本方面。SCWT 代表了一项独特的综合写作任务，因为考生可以依靠概念信息进行源解释和写作开发。他们可以直接在续集中使用或模仿注意到的文本信息。讨论了采用 SCWT 作为评估学生的综合写作任务的影响。