The reactivity of think-alouds in writing research: quantitative and qualitative evidence from writing in English as a foreign language.
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| Title: | The reactivity of think-alouds in writing research: quantitative and qualitative evidence from writing in English as a foreign language. |
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| Authors: | Yang, Chengsong1 (AUTHOR), Zhang, Lawrence Jun2 (AUTHOR) lj.zhang@auckland.ac.nz, Parr, Judy M.2 (AUTHOR) |
| Source: | Reading & Writing. Feb2020, Vol. 33 Issue 2, p451-483. 33p. |
| Subject Terms: | *English language writing, *English as a foreign language, *Written communication, *Qualitative research, Quantitative research |
| Abstract: | The reactivity of think-alouds (TAs) (i.e., their effects on thinking) has remained an inevitable concern whenever their use is considered or evaluated. This paper reports findings from a study that involved 85 Chinese sophomores, who, having received some instruction in diction, and then written a narrative in English as a baseline task, completed a similar main writing task, either silently or while thinking aloud. Between-groups differences were analysed in 20 measures of writing performance. TA was found to significantly impair only two measures, lexical diversity and nondysfluencies. TA may have constrained newly developed, still unstable thoughts that were perceived as peripheral, apart from its effects on fluency. Further analyses revealed differential effects. Those with high working memory capacity (WMC), especially high reading span, were most affected in lexical diversity, while those with low WMC experienced a significant decline in organization. The participants' reflections in a follow-up questionnaire, analyzed inductively, show their diverse feelings about the effects of TA, its processing load emerging as the likely primary reactivity-causing factor. Results suggest that, although the reactivity of TAs is small, participants' between- and within-individual differences should be duly attended to in conducting TAs in second language writing and writing research. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 141452411 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The reactivity of think-alouds in writing research: quantitative and qualitative evidence from writing in English as a foreign language. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Yang%2C+Chengsong%22">Yang, Chengsong</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zhang%2C+Lawrence+Jun%22">Zhang, Lawrence Jun</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> lj.zhang@auckland.ac.nz</i><br /><searchLink fieldCode="AR" term="%22Parr%2C+Judy+M%2E%22">Parr, Judy M.</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Reading+%26+Writing%22">Reading & Writing</searchLink>. Feb2020, Vol. 33 Issue 2, p451-483. 33p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22English+language+writing%22">English language writing</searchLink><br />*<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Written+communication%22">Written communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Quantitative+research%22">Quantitative research</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The reactivity of think-alouds (TAs) (i.e., their effects on thinking) has remained an inevitable concern whenever their use is considered or evaluated. This paper reports findings from a study that involved 85 Chinese sophomores, who, having received some instruction in diction, and then written a narrative in English as a baseline task, completed a similar main writing task, either silently or while thinking aloud. Between-groups differences were analysed in 20 measures of writing performance. TA was found to significantly impair only two measures, lexical diversity and nondysfluencies. TA may have constrained newly developed, still unstable thoughts that were perceived as peripheral, apart from its effects on fluency. Further analyses revealed differential effects. Those with high working memory capacity (WMC), especially high reading span, were most affected in lexical diversity, while those with low WMC experienced a significant decline in organization. The participants' reflections in a follow-up questionnaire, analyzed inductively, show their diverse feelings about the effects of TA, its processing load emerging as the likely primary reactivity-causing factor. Results suggest that, although the reactivity of TAs is small, participants' between- and within-individual differences should be duly attended to in conducting TAs in second language writing and writing research. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=141452411 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11145-019-09970-7 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 33 StartPage: 451 Subjects: – SubjectFull: English language writing Type: general – SubjectFull: English as a foreign language Type: general – SubjectFull: Written communication Type: general – SubjectFull: Qualitative research Type: general – SubjectFull: Quantitative research Type: general Titles: – TitleFull: The reactivity of think-alouds in writing research: quantitative and qualitative evidence from writing in English as a foreign language. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Yang, Chengsong – PersonEntity: Name: NameFull: Zhang, Lawrence Jun – PersonEntity: Name: NameFull: Parr, Judy M. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2020 Type: published Y: 2020 Identifiers: – Type: issn-print Value: 09224777 Numbering: – Type: volume Value: 33 – Type: issue Value: 2 Titles: – TitleFull: Reading & Writing Type: main |
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