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Students' Behavioral Patterns in Integrated Writing Tasks: A Sequence Analysis Approach

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Title: Students' Behavioral Patterns in Integrated Writing Tasks: A Sequence Analysis Approach
Language: English
Authors: Ximena Delgado-Osorio (ORCID 0000-0003-1940-5529), Johannes Hartig (ORCID 0000-0001-6361-4374), Claudia Harsch (ORCID 0000-0001-6864-1574), Valeriia Koval (ORCID 0000-0002-6661-8327)
Source: Journal of Educational Psychology. 2025 117(6):898-917.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 20
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Higher Education
Postsecondary Education
Descriptors: Student Behavior, Behavior Patterns, Writing (Composition), English (Second Language), Language of Instruction, High School Students, College Students, Foreign Countries, Integrated Activities
Geographic Terms: Germany
DOI: 10.1037/edu0000957
ISSN: 0022-0663
1939-2176
Abstract: English language proficiency has become essential in academic contexts because of the internationalization of education. In this context, integrated writing tasks that combine receptive and productive language skills have become popular in higher education to assess academic language proficiency. Furthermore, with the rise of digitalization in education, new opportunities have emerged to investigate students' behaviors during task completion. In this study, we aim to contribute to this evolving field by using a sequence analysis approach to investigate how students complete integrated writing in an English as a medium of instruction (EMI) context. Specifically, we are interested in (a) identifying behavioral patterns that reveal differences in the occurrence and timing of students' task processing behaviors (e.g., annotating, writing fluently, and pausing), (b) examining the relationship between these patterns and students' writing outcomes, and (c) exploring patterns consistency within individual writers and across task types. For this purpose, we collected data from 374 high school and university students in EMI programs, who completed 590 integrated writing tasks. Sequence analysis of log data collected during task completion revealed four behavioral patterns: rapid, low-interaction, note-taking, and strategic. The results showed that performances with strategic pattern resulted in significantly higher text quality than those with low interaction or rapid patterns. In addition, behavioral patterns showed moderate consistency among students who completed two tasks. These findings contribute to the understanding of integrated writing behavioral patterns and hold implications for both instructional practices and the assessment of academic language competences.
Abstractor: As Provided
Notes: https://zenodo.org/records/14916920
Entry Date: 2026
Accession Number: EJ1507279
Database: ERIC
FullText Text:
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  Data: Students' Behavioral Patterns in Integrated Writing Tasks: A Sequence Analysis Approach
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  Data: <searchLink fieldCode="AR" term="%22Ximena+Delgado-Osorio%22">Ximena Delgado-Osorio</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1940-5529">0000-0003-1940-5529</externalLink>)<br /><searchLink fieldCode="AR" term="%22Johannes+Hartig%22">Johannes Hartig</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6361-4374">0000-0001-6361-4374</externalLink>)<br /><searchLink fieldCode="AR" term="%22Claudia+Harsch%22">Claudia Harsch</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6864-1574">0000-0001-6864-1574</externalLink>)<br /><searchLink fieldCode="AR" term="%22Valeriia+Koval%22">Valeriia Koval</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6661-8327">0000-0002-6661-8327</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Psychology%22"><i>Journal of Educational Psychology</i></searchLink>. 2025 117(6):898-917.
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Patterns%22">Behavior Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Language+of+Instruction%22">Language of Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Integrated+Activities%22">Integrated Activities</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink>
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  Data: 10.1037/edu0000957
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  Data: 0022-0663<br />1939-2176
– Name: Abstract
  Label: Abstract
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  Data: English language proficiency has become essential in academic contexts because of the internationalization of education. In this context, integrated writing tasks that combine receptive and productive language skills have become popular in higher education to assess academic language proficiency. Furthermore, with the rise of digitalization in education, new opportunities have emerged to investigate students' behaviors during task completion. In this study, we aim to contribute to this evolving field by using a sequence analysis approach to investigate how students complete integrated writing in an English as a medium of instruction (EMI) context. Specifically, we are interested in (a) identifying behavioral patterns that reveal differences in the occurrence and timing of students' task processing behaviors (e.g., annotating, writing fluently, and pausing), (b) examining the relationship between these patterns and students' writing outcomes, and (c) exploring patterns consistency within individual writers and across task types. For this purpose, we collected data from 374 high school and university students in EMI programs, who completed 590 integrated writing tasks. Sequence analysis of log data collected during task completion revealed four behavioral patterns: rapid, low-interaction, note-taking, and strategic. The results showed that performances with strategic pattern resulted in significantly higher text quality than those with low interaction or rapid patterns. In addition, behavioral patterns showed moderate consistency among students who completed two tasks. These findings contribute to the understanding of integrated writing behavioral patterns and hold implications for both instructional practices and the assessment of academic language competences.
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  Label: Abstractor
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  Data: As Provided
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  Data: https://zenodo.org/records/14916920
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  Data: 2026
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  Label: Accession Number
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  Data: EJ1507279
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1507279
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        Value: 10.1037/edu0000957
    Languages:
      – Text: English
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        PageCount: 20
        StartPage: 898
    Subjects:
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Behavior Patterns
        Type: general
      – SubjectFull: Writing (Composition)
        Type: general
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      – SubjectFull: Language of Instruction
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      – SubjectFull: High School Students
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      – SubjectFull: College Students
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Integrated Activities
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      – SubjectFull: Germany
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      – TitleFull: Students' Behavioral Patterns in Integrated Writing Tasks: A Sequence Analysis Approach
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