The affordances of process-tracing technologies for supporting L2 writing instruction
The affordances of process-tracing technologies for supporting L2 writing instruction
复制标题
支持 L2 写作指令的过程跟踪技术的可供性
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Evgeny Chukharev
中科院分区：
文献类型：
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作者：
Jim Ranalli;Hui;Evgeny Chukharev
关于第二语言写作过程的研究文献包含了许多可以指导写作教学的见解，但写作教师在利用这些见解的能力上受到限制，因为他们缺乏关于学生实际如何参与写作过程的详细信息。与此同时，写作过程研究人员一直在使用强大的技术来追踪作者的写作过程，这些技术可能适用于教育环境，即键盘敲击记录和眼球追踪。在本文中，我们描述了将这些技术整合到大学水平ESL学生的第二语言写作教学中的试点工作。除了说明这些技术在试点中出现的三个关键启示外，我们还讨论了为我们的努力提供信息的概念框架，以及需要解决的挑战，以促进将过程追踪进一步整合到第二语言写作教学中
The research literature on L2 writing processes contains a multitude of insights that could inform writing instruction, but writing teachers are constrained in their capacity to make use of these insights insofar as they lack detailed information about how their students actually engage in the processes of writing. At the same time, writing-process researchers have been using powerful technologies that are potentially applicable in educational settings to trace writers’ process engagement—namely, keystroke-logging and eye-tracking. In this article, we describe a pilot effort to integrate these technologies into L2 writing instruction with college-level ESL students. In addition to illustrating three key affordances of these technologies that emerged from the piloting, we discuss the conceptual framework that informed our efforts as well as challenges that will need to be addressed to facilitate further integration of process tracing into L2 writing pedagogy