| 1. |
- Andersson, Bodil, et al.
(författare)
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Combining Keystroke Logging with Eye Tracking
- 2006
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Ingår i: Writing and Digital Media. - 1572-6304. - 0080448631 ; 17, s. 166-172
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Bokkapitel (refereegranskat)abstract
- This chapter describes the successful development of a new methodology for studying on-line writing. The text-logging tool ScriptLog has been combined with the eyetracking technology iView X HED HT, in order to enhance the study of the interplay between writing, monitoring and revision. Data on the distribution of visual attention during writing help determining to what extent pauses are used for monitoring. The complexity of the experimental settings, and the expertise needed for interpreting the eye-tracking data make this a method suitable mainly for laboratory settings. The chapter also introduces an analysis tool that merges data from ScriptLog and iView and thus helps the researcher to organise and analyse the vast amount of data produced.
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| 2. |
- Leijten, Mariëlle, et al.
(författare)
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Cognitive writing process characteristics of aphasia patients
- 2015
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Ingår i: Collaboration of Aphasia Trialists, CATs, Future Directions For Aphasia Research, 6th March, 2015, City University, London.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- INTRODUCTION: The current instruments for language assessment in aphasia largely focus on product measures. However, the processes underlying spoken and written language production also appear to be important indicators of impairment. Both in spoken and written language production, the number, length and location of pauses are important resources for identifying cognitive complexity. An exploratory study of two cases of aphasia was undertaken to test the relevance of process data for the assessment of language related problems. METHOD: Two female individuals with aphasia took part in the study. Participant A, aged 45 and six years post-onset, was diagnosed with Broca's aphasia. Participant B, aged 57 and nine years post-onset, was diagnosed with progressive aphasia. The experiment consisted of two procedural steps following clinical diagnosis: (1) a copy task, (2) two writing tasks based on similar figurative elicitations. The copy task was developed by Van Waes, Leijten, Van Horenbeeck, Mariën, & Engelborghs (2014); the writing tasks were based on the 'cat-in-bowl' picture and the 'cookie-theft' picture, derived from standardized aphasia test batteries (Goodglass, Kaplan, & Barresi, 1983; Visch-Brink, Vandenborre, De Smet, & Mariën, 2014). In the writing tasks, the participants were asked to produce a text about the scene presented in the pictures. The copy and writing tasks were logged via keystroke logging (Inputlog; Leijten & Van Waes, 2013), allowing the collection of very fine-grained writing process data. RESULTS AND CONCLUSIONS: Data were analyzed from a temporal perspective, including motor, cognitive, and linguistic aspects. Preliminary data analysis shows that writing process measures (e.g., intra-bigram pauses and pauses within and between words in relation to word categories) yield an interesting perspective on aphasics' impaired language production, when compared to healthy elderly. As such, we argue that keystroke logging of writing data provides a promising method for the assessment of writing performance in aphasia.
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| 3. |
- Leijten, Mariëlle, et al.
(författare)
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La escritura profesional a partir de fuentes en español como lengua extranjera : del proceso al producto
- 2021
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Ingår i: JEFE-Vi III : contribuciones a las terceras jornadas de español para fines específicos de Viena. - Madrid : Secretaría General Técnica. - 9783950482621 ; , s. 33-53
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Konferensbidrag (refereegranskat)abstract
- Este estudio investiga cómo estudiantes de máster (N = 209) incorporan las fuentes entareas de escritura de síntesis en su L1 (neerlandés), L2 (inglés) y LE (francés y español).Los procesos de escritura y el uso de las fuentes se registraron mediante el programa degrabación de escritura Inputlog.Para mostrar la complejidad que caracteriza el uso de las fuentes, presentaremos unestudio de caso de dos estudiantes en español como lengua extranjera. Después lovincularemos con los resultados de un análisis factorial que señala qué variables sonindicadores de la forma en la que los estudiantes de máster tratan las fuentes durante elproceso de escritura. En la L1 existiría una correlación entre el tiempo de lectura inicialy la interacción con las fuentes, por un lado, y la calidad del escrito, por otro; asimismo,el tiempo de consulta de las fuentes comparado con el tiempo de escritura esconsiderablemente mayor en la LE que en la L1 y la L2.A partir de estos hallazgos, elaboraremos estrategias para promover las habilidades deescritura basada en fuentes en un idioma extranjero. Nos centraremos en la elaboraciónde una retroalimentación del proceso que promueva la reflexión y la autorregulación.
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| 4. |
- Leijten, Mariëlle, et al.
(författare)
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Source-based writing in professional spanish as a foreign language: some pedagogical insights based on a quali-quantitative approach : [Escritura basada en fuentes en español profesional como lengua extranjera: algunas reflexiones pedagógicas desde un enfoque cuali-cuantitativo]
- 2022
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Ingår i: RLA. Revista de Lingüística Teórica y Aplicada. - : Universidad de Concepcion. - 0033-698X .- 0718-4883. ; 60:1, s. 127-151
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Tidskriftsartikel (refereegranskat)abstract
- Source-based writing is a crucial skill for communication professionals. This studyinvestigates how master students in professional communication incorporate sources insynthesis writing tasks in their L1 (Dutch), L2 (English) and FL (Spanish and French).To show the complexity that characterizes the use of sources, we will first present a casestudy of two students in Spanish as a foreign language. We will then link it to the resultsof a factor analysis that points out which variables are descriptive indicators of the way inwhich master’s students (N = 209) deal with sources during the writing process. There arethree components that can determine source use (75% of the total variance in the data): a)initial reading time, b) interaction with sources, and c) degree of variation in source use.In L1 there seems to be a correlation between the initial reading time and interaction withsources, on the one hand, and the quality of the writing, on the other; also, the time spentconsulting sources compared to writing time is considerably longer in FL than in L1 andL2. These findings allow us to reflect upon how to develop effective teaching strategies to promote writing skills from sources in a foreign language. More specifically, we will focuson developing process feedback, based on the recording data, that promotes reflection andself-regulation.
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| 5. |
- Lindgren, Eva, et al.
(författare)
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Adapting to the reader during writing
- 2011
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Ingår i: Written Language & Literacy. - : John benjamins Publishing Company. - 1387-6732 .- 1570-6001. ; 14:2, s. 188-223
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Tidskriftsartikel (refereegranskat)abstract
- Awareness of the reader and ability to adapt the text to the reader are assumed to be important aspects of successful writing. Models of writing development include the aspect of reader awareness, as a rhetorical goal, that writers develop gradually and that eventually distinguishes expert writers from novice writers. However, developing writers can present an awareness of writing aspects without being able to apply them successfully on task. The role of maturation on the one hand and instruction and training on the other have been put forward as crucial aspects of writing development. Against this background, six writers, representing different levels of expertise in writing, undertook the same writing tasks. Eighteen texts, interviews and stimulated recall protocols are analysed, compared and contrasted with a particular focus on writers’ awareness of and adaptation to the intended reader. Keystroke logs provide a solid and complementary base for detailed analysis of the writing processes, in which revisions relating to a reader perspective are of particular importance. Findings provide support for the theoretical framework, but they also raise questions about the role of knowledge about genre and writing strategies in relation to maturation for successful writing development.
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| 6. |
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| 7. |
- Van Waes, Luuk, et al.
(författare)
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Logging tools to study digital writing processes
- 2012
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Ingår i: I V. W. Berninger (Red.), Past, present, and future contributions of cognitive writing research to cognitive psychology New York/Sussex: Taylor & Francis.. - New York : Taylor & Francis. - 9781848729636 ; , s. 507-533
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Bokkapitel (refereegranskat)
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| 8. |
- Van Waes, Luuk, et al.
(författare)
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Logging tools to study digital writing processes
- 2011
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Ingår i: Past, present, and future contributions of cognitive writing research to cognitive psychology. - New York : Psychology Press. - 9781848729636 ; , s. 507-534
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 9. |
- Vandermeulen, Nina, et al.
(författare)
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Reporting writing process feedback in the classroom : using keystroke logging data to reflect on writing processes
- 2020
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Ingår i: The Journal of Writing Research. - : Universiteit Antwerpen. - 2030-1006 .- 2294-3307. ; 12:1, s. 109-140
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Tidskriftsartikel (refereegranskat)abstract
- Keystroke loggers facilitate researchers to collect fine-grained process data and offer support in analyzing these data. Keystroke logging has become popular in writing research, and study by study we are now paving the path to a better understanding of writing process data. However, few researchers have concentrated on how to bring keystroke logging to the classroom. Not because they are not convinced that writing development could benefit from a more process-oriented pedagogy, but because 'translating' complex and large data sets to an educational context is challenging. Therefore, we have developed a new function in Inputlog, specifically aiming to facilitate writing tutors in providing process feedback to their students. Based on an XML- logfile, the so-called 'report' function automatically generates a pdf-file addressing different perspectives of the writing process: pausing, revision, source use, and fluency. These perspectives are reported either quantitatively or visually. Brief introductory texts explain the information presented. Inputlog provides a default feedback report, but users can also customize the report. This paper describes the process report and demonstrates the use of it in an intervention. We also present some additional pedagogical scenarios to actively use this type of feedback in writing classes.
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| 10. |
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