Linguistic forms at the process-product interface

Olive, Thierry; Cislaru, Georgeta

doi:10.1075/z.194.06oli

Cited by 7 publications

(4 citation statements)

References 33 publications

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“…The low proportion of PXP, on its own, could be said to question the holistic nature of n-grams. On the other hand, it partly confirms findings from Olive and Cislaru (2015), who show that bursts of writing and repeated segments are essentially distinct phenomena, with less than 3% overlap in their data.…”

Section: Overall Resultssupporting

confidence: 86%

“…These n-grams are selected on the basis of finished texts and then retrieved from the corresponding keylog files, which means that the analysis also makes it possible to approach the process/product interface (Cislaru 2015). In doing so, it is quite similar in spirit to the work of Olive and Cislaru (2015), who compared repeated segments in product data and bursts of writing in process data. In Olive and Cislaru (2015), however, all bursts were considered, not just those corresponding to repeated segments as is the case here.…”

Section: This Studymentioning

confidence: 99%

“…In Olive and Cislaru (2015), however, all bursts were considered, not just those corresponding to repeated segments as is the case here. As for the repeated segments from the finished texts, in Olive and Cislaru (2015), they were only retrieved from the process data if they took the form of bursts of writing, while here, their occurrences outside bursts are also examined in the keylog files.…”

Section: This Studymentioning

confidence: 99%

“…The figures between curly brackets, in blue, represent the duration of the pauses in milliseconds (ms). Following the criteria for identifying bursts of writing applied by Chenoweth and Hayes (2001) and Olive and Cislaru (2015), a minimum threshold of 2000 ms was set for pauses to appear in the linear analysis. The indications between square brackets, in gray, show the actions carried out such as deletion ([BACK]) or capitalization ([CAPS LOCK]), while the interpuncts (•) stand for spaces.…”

Section: The Process Corpus Of English In Educationmentioning

confidence: 99%

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The Processing of Multiword Units by Learners of English: Evidence from Pause Placement in Writing Process Data

Gilquin

2024

Languages

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Different methods and sources of information have been proposed in the literature to study the processing of language and, in particular, instances of formulaic language such as multiword units. This article explores the possibility of using pause placement in writing process data to determine the likelihood that a multiword unit is processed as a whole in the mind. The data are texts produced by learners of English and corresponding keylog files from the Process Corpus of English in Education (PROCEED). N-grams are selected on the basis of the finished texts and retrieved from the keylogging data. The pause placement patterns of these n-grams are coded and serve as a basis to compute the Pause Placement and Processing (PPP) score. This score relies on the assumption that n-grams which are delineated but not interrupted by pauses (hence taking the form of ‘bursts of writing’) are more likely to be processed holistically. The PPP score points to structurally complete n-grams such as in fact and first of all as being more likely to be processed holistically than structurally incomplete n-grams such as that we and to the. While the results are plausible and can be further substantiated by characteristics of specific n-grams, it is acknowledged that additional effects might also be at work to explain the results obtained.

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Section: Overall Resultssupporting

confidence: 86%

Section: This Studymentioning

confidence: 99%

Section: This Studymentioning

confidence: 99%

Section: The Process Corpus Of English In Educationmentioning

confidence: 99%

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The Processing of Multiword Units by Learners of English: Evidence from Pause Placement in Writing Process Data

Gilquin

2024

Languages

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Pauses in written composition: on the importance of where writers pause

Medimorec

Risko

2017

Read Writ

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6 7 Ó Springer Science+Business Media Dordrecht 20178 Abstract Much previous research has conceptualized pauses during writing as 9 indicators of the engagement of higher-level cognitive processes. In the present 10 study 101 university students composed narrative or argumentative essays, while 11 their key logging was recorded. We investigated the relation between pauses within 12 three time intervals (300-999, 1000-1999, and [2000 ms), at different text 13 boundaries (i.e., between words, sentences, and paragraphs), genre (i.e., narrative 14 vs. argumentative), and transcription fluency (i.e., typing speed). Moreover, we 15 investigated the relation between pauses and various lexical characteristics of essays 16 (e.g., word frequency, sentence length) controlling for transcription fluency and 17 genre. In addition to replicating a number of previously reported pause effects in 18 composition, we also show that pauses are related to various aspects of writing, 19 regardless of transcription fluency and genre. Critically our results show that the 20 majority of pause effects in written composition are modulated by pause location. 21 For example, increased pause rates at word boundaries predicted word frequency, 22 while pause rates at sentence boundaries predicted sentence length, suggesting 23 different levels of processing at these text boundaries. Lastly, we report some 24 inconsistencies when using various definitions of pauses. We discuss potential 25 mechanisms underlying effects of pauses at different text boundaries on writing. 26 27 Keywords Writing Á Pauses Á Computational linguistics 28 29 30 A1Electronic supplementary material The online version of this article (

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Language bursts and text quality in digital writing by young EFL learners

Garcés-Manzanera

2024

J. New Approaches Educ. Res.

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This study investigates the relationship between pausing and revision behaviors, as captured by pause bursts (P-bursts) and revision bursts (R-bursts), and text quality in digital L2 writing contexts among young English as a Foreign Language (EFL) learners. The study involved 22 elementary school students aged 10–11 years, with English proficiency levels ranging from A1 to A2 (CEFRL). Participants completed a picture description writing task, and their writing processes were recorded using keystroke logging software. The results revealed that frequent pauses (P-bursts) were negatively correlated with text quality, suggesting cognitive overload or difficulties in language processing. In contrast, revision bursts (R-bursts) exhibited a positive correlation with text quality, indicating that the revision process played a crucial role in refining and improving the written output. Regression analysis further demonstrated that R-bursts significantly predicted text quality, underscoring the importance of revision behavior among young L2 writers. These findings contribute to our understanding of the cognitive processes underlying L2 writing in digital contexts and highlight the central role of revisions in enhancing text quality among young EFL learners. Educational implications emphasize the need for instructional practices that encourage and support the revision process in writing instruction for this population.

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Linguistic forms at the process-product interface

Cited by 7 publications

References 33 publications

The Processing of Multiword Units by Learners of English: Evidence from Pause Placement in Writing Process Data

The Processing of Multiword Units by Learners of English: Evidence from Pause Placement in Writing Process Data

Pauses in written composition: on the importance of where writers pause

Language bursts and text quality in digital writing by young EFL learners

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