Most research into second language (L2) writing has focused on the products of writing tasks; much less empirical work has examined the behaviours in which L2 writers engage and the cognitive processes that underlie writing behaviours. We aimed to fill this gap by investigating the extent to which writing speed fluency, pausing, eye-gaze behaviours and the cognitive processes associated with pausing may vary across independent and integrated tasks throughout the whole, and at five different stages, of the writing process. Sixty L2 writers performed two independent and two integrated TOEFL iBT writing tasks counterbalanced across participants. While writing, we logged participants’ keystrokes and captured their eye-movements. Participants took part in a stimulated recall interview based on the last task they had completed. Mixed effects regressions and qualitative analyses revealed that, apart from source use on the integrated task, L2 writers engaged in similar writing behaviours and cognitive processes during the independent and integrated tasks. The integrated task, however, elicited more dynamic and varied behaviours and cognitive processes across writing stages. Adopting a mixed-methods approach enabled us to gain more complete and specific insights than using a single method.

中文翻译：

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跨独立和集成任务调查 L2 写作过程：混合方法研究

大多数对第二语言 (L2) 写作的研究都集中在写作任务的产物上。很少有实证工作研究了 L2 写作者参与的行为以及构成写作行为基础的认知过程。我们旨在通过调查写作速度流畅性、停顿、眼睛凝视行为以及与停顿相关的认知过程在整个写作过程的五个不同阶段在独立和综合任务中的变化程度来填补这一空白. 60 名 L2 写作者执行了两个独立的和两个集成的 TOEFL iBT 写作任务，在参与者之间进行平衡。在写作时，我们记录了参与者的击键动作并捕捉了他们的眼球运动。参与者根据他们完成的最后一项任务参加了刺激回忆访谈。混合效应回归和定性分析表明，除了在综合任务中使用来源外，二语写作者在独立和综合任务中从事类似的写作行为和认知过程。然而，综合任务在写作阶段引发了更多动态和多样化的行为和认知过程。采用混合方法使我们能够获得比使用单一方法更完整和更具体的见解。