| 1. |
- 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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| 2. |
- 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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| 3. |
- 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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