738026838 03 01 01 JB John Benjamins Publishing Company 01 JB code RMAL 5 Eb 15 9789027249487 06 10.1075/rmal.5 13 2023028962 DG 002 02 01 RMAL 02 2590-096X Research Methods in Applied Linguistics 5 01 rmal.5 01 https://benjamins.com 02 https://benjamins.com/catalog/rmal.5 1 B01 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón University of Murcia 2 B01 Julio Roca de Larios Roca de Larios, Julio Julio Roca de Larios University of Murcia 01 eng 393 vi 387 LAN009070 v.2006 CFDC 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.BIL Multilingualism 24 JB Subject Scheme LIN.WRIT Writing and literacy 06 01 This volume brings together the perspectives of new and established scholars who have connected with the broad fields of first language (L1) and second language (L2) writing to discuss critically key methodological developments and challenges in the study of L2 writing processes. The focus is on studies of composing and of engagement with feedback on written drafts, with particular attention to methods of process-tracing through data such as concurrent or stimulated verbal reports, interviews, diaries, digital recording, visual screen capture, eye tracking, keystroke logging, questionnaires, and/or ethnographic observation. The chapters in the book illustrate how progress has been made in developing research methods and empirical understandings of writing processes, in introducing methodological innovations, and in pointing to future methodological directions. It will be an essential methodological guide for novice and experienced researchers, senior students, and educators investigating the processes of writing in additional languages. 04 09 01 https://benjamins.com/covers/475/rmal.5.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027214102.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027214102.tif 06 09 01 https://benjamins.com/covers/1200_front/rmal.5.hb.png 07 09 01 https://benjamins.com/covers/125/rmal.5.png 25 09 01 https://benjamins.com/covers/1200_back/rmal.5.hb.png 27 09 01 https://benjamins.com/covers/3d_web/rmal.5.hb.png 10 01 JB code rmal.5.prelim i iv 4 Prelim pages -1 10 01 JB code rmal.5.toc v vi 2 Table of contents 1 10 01 JB code rmal.5.foreword 1 3 3 Foreword 2 1 A01 Alister Cumming Cumming, Alister Alister Cumming University of Toronto 10 01 JB code rmal.5.intro Section header 3 10 01 JB code rmal.5.01man 6 31 26 Chapter 4 1 A01 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón University of Murcia 2 A01 Julio Roca de Larios Roca de Larios, Julio Julio Roca de Larios University of Murcia 01 This introductory chapter serves two main purposes. One is to contextualize the book within the larger professional discussion, which we do through a look-back approach in order to provide a synthetic review of the main lines of research in the study of L2 writing processes and the main research instruments employed. The second aim of the chapter is to introduce readers to the aims, structure, and contents of the book. 10 01 JB code rmal.5.p1 33 1 Section header 5 10 01 JB code rmal.5.02rij 34 59 26 Chapter 6 1 A01 Gert Rijlaarsdam Rijlaarsdam, Gert Gert Rijlaarsdam University of Amsterdam | Norwegian University of Science and Technology 2 A01 Elke Van Steendam Van Steendam, Elke Elke Van Steendam KU Leuven 3 A01 Daphne van Weijen Weijen, Daphne van Daphne van Weijen University of Amsterdam 01 This chapter discusses validity parameters for studies on writing processes in a second or foreign language (L2). To that end, Cook and Campbell’s validity framework, which discerns four types of validity, i.e., statistical, internal, construct and external validity, has been used. The chapter especially hones in on construct validity by combining a case-based approach, based on a selection of frequently cited L2-writing process studies, with a comprehensive causal model often used for analyzing writing process studies (in terms of four components, Process – Task – Learner – Output). We suggest seven functional and directional parameters to discuss the construct of the writing process as intended against the construct as studied, and propose a selective and non-exhaustive list of guidelines for statistical and internal validity. Both parameters and guidelines are provided to inform (the design of) future L2 writing process studies. 10 01 JB code rmal.5.03coy 60 81 22 Chapter 7 1 A01 Yvette Coyle Coyle, Yvette Yvette Coyle University of Murcia 2 A01 Florentina Nicolás-Conesa Nicolás-Conesa, Florentina Florentina Nicolás-Conesa University of Murcia 3 A01 Lourdes Cerezo Cerezo, Lourdes Lourdes Cerezo University of Murcia 01 This chapter offers a critical overview of the methods used in research on written corrective feedback processing. Broadly framed within interventionist and non-interventionist strands of research on the grounds of whether or not feedback and other task or participant-related variables are controlled by the researcher, we describe the research designs, participants, data collection tools, and analytical units used in studies on feedback processing. Our purpose in doing so is twofold. Firstly, we aim to take stock of the ways in which process research has evolved in line with changing theoretical and empirical developments in the field of L2 writing studies. Secondly, we intend to offer an appraisal of the methodological procedures used in existing research. Finally, we suggest future directions for a more inclusive research agenda that can respond to the challenges of new digital and curricular L2 writing scenarios and establish greater uniformity in its analytical approaches. 10 01 JB code rmal.5.p2 83 1 Section header 8 10 01 JB code rmal.5.04hor 84 103 20 Chapter 9 1 A01 Sofia Hort Hort, Sofia Sofia Hort Mälardalen University 2 A01 Olena Vasylets Vasylets, Olena Olena Vasylets University of Barcelona 01 This chapter focuses on survey methods for studying writing processes. We specifically focus on questionnaires, interviews, and process logs, which all represent subjective self-report instuments. We start by describing the affordances of these data collection procedures, and review some relevant L1 and L2 studies which employed them to study writing processes. We then address some methodological concerns in the use of the self-report instruments discussed in the chapter and finish by suggesting avenues for future research. 10 01 JB code rmal.5.05leo 104 122 19 Chapter 10 1 A01 Ronald P. Leow Leow, Ronald P. Ronald P. Leow Georgetown University 2 A01 Melissa A. Bowles Bowles, Melissa A. Melissa A. Bowles University of Illinois at Urbana-Champaign 01 This chapter explores how think-alouds (TAs) and stimulated recalls (SRs) have been used to study cognitive processing, with a particular focus on writing processes. We describe the two types of verbal report and discuss the kinds of research questions that each is well-suited to answer, as well as considerations to be addressed when deciding which one to use in a given research design. We then discuss the validity of TAs and SRs and assess the robustness of findings from empirical studies on the writing process that have used TAs and SRs. We conclude by providing some future directions for research to move the field of L2 writing processes forward. 10 01 JB code rmal.5.06suz 123 140 18 Chapter 11 1 A01 Wataru Suzuki Suzuki, Wataru Wataru Suzuki Miyagi University of Education 2 A01 Masako Ishikawa Ishikawa, Masako Masako Ishikawa Josai Universty 3 A01 Neomy Storch Storch, Neomy Neomy Storch University of Melbourne 01 This chapter focuses on written verbalizations (e.g., written languaging, valid written explanations, diaries, written reflections) and discusses their possible roles as data collection instruments for the study of writing processes. We first describe general procedures for collecting written verbalizations and then critically analyze (a) the type of research questions researchers can ask and answer by using written verbalizations; (b) methodological challenges researchers face and the possible solutions to circumvent those challenges; and (c) how L2 researchers can best elicit written verbalizations in L2 research. We conclude by suggesting four practical tips to researchers who wish to use written verbalizations as a data collection instrument in the study of writing processes. 10 01 JB code rmal.5.07ser 141 160 20 Chapter 12 1 A01 Jérémie Séror Séror, Jérémie Jérémie Séror University of Ottawa 2 A01 Guillaume Gentil Gentil, Guillaume Guillaume Gentil Carleton University 01 Emerging technologies and the rise of internet-mediated writing spaces have contributed to the appearance of new forms of digital practices that have transformed writing and its development. These technologies also present important methodological opportunities for researchers interested in the study of writing processes and writing development. This chapter offers a critical overview of one such opportunity: the use of screen capture technologies (SCT) as a means of documenting and engaging in direct real-time observation of language learners’ digitally mediated writing activities. After a brief description of SCT, this chapter reviews the research questions explored and insights gleaned about writing processes and writing development with SCT. It then addresses the methodological challenges and potential solutions associated with the integration of SCT data within research projects in terms of research design, data collection, data analysis and reporting, and ethical considerations. The chapter concludes by suggesting some potential future avenues for writing process research enabled by the use of SCT. 10 01 JB code rmal.5.08joh 161 182 22 Chapter 13 1 A01 Victoria Johansson Johansson, Victoria Victoria Johansson Lund University | Kristianstad University 2 A01 Asa Wengelin Wengelin, Asa Asa Wengelin University of Gothenburg 3 A01 Roger Johansson Johansson, Roger Roger Johansson Lund University 01 This chapter presents an overview of keystroke logging. The chapter includes a general rationale for why and when the method is appropriate, how the technique works, and pros and cons with different methodological combinations of keystroke logging. Further, the chapter briefly outlines some previous L2 writing keystroke logging studies to illustrate the type of questions that can be addressed by this data collection technique. Finally, we discuss some methodological challenges and suggest best practices for using the method. 10 01 JB code rmal.5.09joh 183 200 18 Chapter 14 1 A01 Victoria Johansson Johansson, Victoria Victoria Johansson Lund University | Kristianstad University 2 A01 Roger Johansson Johansson, Roger Roger Johansson Lund University 3 A01 Asa Wengelin Wengelin, Asa Asa Wengelin University of Gothenburg 01 This chapter presents an overview of eye tracking combined with tools for capturing digital writing (foremost keystroke logging). This includes a general rationale for why eye tracking is relevant for research on writing processes, how the technique works, and pros and cons of different eye trackers and methodological designs. The chapter describes previous L1 and L2 writing studies which have used eye tracking to illustrate the type of questions that can be addressed by this technique. Finally, some methodological challenges are highlighted and best practices are suggested. It is emphasized that information of writers’ visual attention can enrich real-time writing studies, but that the researcher must pose research questions and opt for designs bearing in mind the advantages and limitations of the technique. 10 01 JB code rmal.5.p3 201 1 Section header 15 10 01 JB code rmal.5.10roc 202 223 22 Chapter 16 1 A01 Julio Roca de Larios Roca de Larios, Julio Julio Roca de Larios University of Murcia 01 The main purpose of this chapter is to critically examine a number of methodological issues related to the analysis of L1 and L2 writing processes from a genre-based perspective – a domain of inquiry that has remained largely underdeveloped in the L2 writing research agenda. I discuss the range of theoretical assumptions and empirical considerations that led me to become involved in the research, describe the most relevant methodological challenges faced when attempting to trace the generation, elaboration, and integration of writers’ argumentative goals across languages, and illustrate the decisions I made at these three stages. I finally evaluate the significance of the analytical categories and procedures previously discussed and suggest avenues for further research. 10 01 JB code rmal.5.11gar 224 246 23 Chapter 17 1 A01 Aitor Garcés Garcés, Aitor Aitor Garcés University of Murcia 2 A01 Raquel Criado Criado, Raquel Raquel Criado University of Murcia 3 A01 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón University of Murcia 01 This chapter focuses on methodological considerations in a study in which keystroke-logging data was used for the analysis of young English as a foreign language (EFL) learners’ pausing behavior while writing in their L2. We first present the rationale behind the study and subsequently discuss methodological considerations in the operationalization of the construct of pausing behavior, challenges and problems related to data analysis, and solutions adopted. In the final part, we suggest directions for further research. 10 01 JB code rmal.5.12gug 247 268 22 Chapter 18 1 A01 Elisa Guggenbichler Guggenbichler, Elisa Elisa Guggenbichler University of Innsbruck 2 A01 Kathrin Eberharter Eberharter, Kathrin Kathrin Eberharter University of Innsbruck 3 A01 Benjamin Kremmel Kremmel, Benjamin Benjamin Kremmel University of Innsbruck 01 The purpose of this chapter is to critically discuss some of the key issues when investigating writing processes for the purposes of foreign language assessment research – a branch of research that currently tends to triangulate synchronous observational data (e.g., eye tracking, keystroke logging) with asynchronous data from stimulated verbal recalls or text analysis. We will discuss a range of methodological considerations that should be taken into account when researching foreign language writing processes in the context of language tests and beyond. We will exemplify and critically discuss key issues related to three of the methods predominantly used in this strand of research: eye tracking, keystroke logging, and stimulated recalls. We will illustrate these issues and decision-making processes at the various stages of research by critically reflecting on the lessons learned from two research projects of this kind conducted by the authors. 10 01 JB code rmal.5.13pac 269 291 23 Chapter 19 1 A01 Mark B. Pacheco Pacheco, Mark B. Mark B. Pacheco University of Florida 2 A01 Blaine E. Smith Smith, Blaine E. Blaine E. Smith Vanderbilt University 01 This chapter explores methodological challenges in understanding the relationships between processes, products, and perspectives within digital multimodal composition. Using examples from a research project concerning multilingual and multimodal composing in an eighth-grade classroom in the United States, the authors describe specific challenges – and possible avenues forward – in relation to screen-capture software, student retrospective design interviews, and multimodal timescapes. The chapter concludes with implications from these challenges for research and instruction for emergent bilingual students. 10 01 JB code rmal.5.14coy 292 314 23 Chapter 20 1 A01 Yvette Coyle Coyle, Yvette Yvette Coyle University of Murcia 01 This chapter describes the development of a coding scheme for the analysis of young English as a foreign language learners’ engagement with model texts. After outlining the theoretical rationale underlying our analytical procedure, and the methodological problems we experienced when attempting to apply constructs developed in research with adults to a younger and less proficient group of learners, I go on to explain the multiple steps involved in our process-product analysis. Careful triangulation of different measures including the children’s written texts, handwritten notes, and transcripts of their collaborative dialogue across two multi-stage tasks, enabled us to identify a series of trajectories involving diverse combinations of noticing, strategic problem-solving, and degrees of uptake. The coding categories and methodological decisions are illustrated with examples from the children’s data. Limitations in the procedure are also highlighted. 10 01 JB code rmal.5.15shi 315 336 22 Chapter 21 1 A01 Natsuko Shintani Shintani, Natsuko Natsuko Shintani Kansai University 2 A01 Scott Aubrey Aubrey, Scott Scott Aubrey The Chinese University of Hong Kong 01 Providing written corrective feedback in computer-mediated communication (CMC) environments has increasingly attracted the interest of both researchers and practitioners. In this chapter we reflect on our study, Shintani & Aubrey (2016), which examined the comparative effects of synchronous and asynchronous written corrective feedback on the accurate production of target grammatical features in a guided writing task. The methodological challenges we experienced related to (a) operationalizing synchronous and asynchronous written corrective feedback; (b) designing treatment materials and procedures; (c) testing; and (d) analyzing the data. In each decision, we tried to find a balance between experimental control and ecological validity. This chapter not only provides a window into how we overcame these challenges but also gives suggestions for research methodologies that can be used in future studies to explore the provision of written corrective feedback through online technologies. 10 01 JB code rmal.5.16mcb 337 363 27 Chapter 22 1 A01 Sophie McBride McBride, Sophie Sophie McBride University of Murcia 2 A01 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón University of Murcia 01 This chapter provides a reflection on the methodological decisions taken in a study that investigated the affordances of diverse data collection procedures for inspecting depth of processing of written corrective feedback, namely think-aloud protocols, written languaging, and a combination of both. We will start by formulating the overall aims and the specific questions guiding the study and by providing a synthetic account of the rationale behind our aims and methods. In the main part of the chapter, we will report (i) the main challenges and problems experienced when analysing the data as well as the solutions adopted; and (ii) the kind of data on feedback processing provided by the three data collection procedures used in the study. We will close with methodological conclusions for future studies intended to shed light on depth of processing of written corrective feedback. 10 01 JB code rmal.5.17pol 364 381 18 Chapter 23 1 A01 Charlene Polio Polio, Charlene Charlene Polio Michigan State University 01 In this afterword, I summarize the strengths and challenges of different research methods used to study second language writing processes with reference to the various chapters in the volume. This is followed by a discussion of considerations researchers have to make when choosing a method. Next, I summarize themes that are apparent throughout the volume, and then focus on certain themes that I believe need more attention. 10 01 JB code rmal.5.index 383 388 6 Index 24 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20231023 2023 John Benjamins B.V. 02 WORLD 13 15 9789027214102 01 JB 3 John Benjamins e-Platform 03 jbe-platform.com 09 WORLD 21 01 06 Institutional price 00 105.00 EUR R 01 05 Consumer price 00 36.00 EUR R 01 06 Institutional price 00 88.00 GBP Z 01 05 Consumer price 00 30.00 GBP Z 01 06 Institutional price inst 00 158.00 USD S 01 05 Consumer price cons 00 54.00 USD S 805026837 03 01 01 JB John Benjamins Publishing Company 01 JB code RMAL 5 Hb 15 9789027214102 13 2023028961 BB 01 RMAL 02 2590-096X Research Methods in Applied Linguistics 5 01 rmal.5 01 https://benjamins.com 02 https://benjamins.com/catalog/rmal.5 1 B01 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón University of Murcia 2 B01 Julio Roca de Larios Roca de Larios, Julio Julio Roca de Larios University of Murcia 01 eng 393 vi 387 LAN009070 v.2006 CFDC 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.BIL Multilingualism 24 JB Subject Scheme LIN.WRIT Writing and literacy 06 01 This volume brings together the perspectives of new and established scholars who have connected with the broad fields of first language (L1) and second language (L2) writing to discuss critically key methodological developments and challenges in the study of L2 writing processes. The focus is on studies of composing and of engagement with feedback on written drafts, with particular attention to methods of process-tracing through data such as concurrent or stimulated verbal reports, interviews, diaries, digital recording, visual screen capture, eye tracking, keystroke logging, questionnaires, and/or ethnographic observation. The chapters in the book illustrate how progress has been made in developing research methods and empirical understandings of writing processes, in introducing methodological innovations, and in pointing to future methodological directions. It will be an essential methodological guide for novice and experienced researchers, senior students, and educators investigating the processes of writing in additional languages. 04 09 01 https://benjamins.com/covers/475/rmal.5.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027214102.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027214102.tif 06 09 01 https://benjamins.com/covers/1200_front/rmal.5.hb.png 07 09 01 https://benjamins.com/covers/125/rmal.5.png 25 09 01 https://benjamins.com/covers/1200_back/rmal.5.hb.png 27 09 01 https://benjamins.com/covers/3d_web/rmal.5.hb.png 10 01 JB code rmal.5.prelim i iv 4 Prelim pages -1 10 01 JB code rmal.5.toc v vi 2 Table of contents 1 10 01 JB code rmal.5.foreword 1 3 3 Foreword 2 1 A01 Alister Cumming Cumming, Alister Alister Cumming University of Toronto 10 01 JB code rmal.5.intro Section header 3 10 01 JB code rmal.5.01man 6 31 26 Chapter 4 1 A01 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón University of Murcia 2 A01 Julio Roca de Larios Roca de Larios, Julio Julio Roca de Larios University of Murcia 01 This introductory chapter serves two main purposes. One is to contextualize the book within the larger professional discussion, which we do through a look-back approach in order to provide a synthetic review of the main lines of research in the study of L2 writing processes and the main research instruments employed. The second aim of the chapter is to introduce readers to the aims, structure, and contents of the book. 10 01 JB code rmal.5.p1 33 1 Section header 5 10 01 JB code rmal.5.02rij 34 59 26 Chapter 6 1 A01 Gert Rijlaarsdam Rijlaarsdam, Gert Gert Rijlaarsdam University of Amsterdam | Norwegian University of Science and Technology 2 A01 Elke Van Steendam Van Steendam, Elke Elke Van Steendam KU Leuven 3 A01 Daphne van Weijen Weijen, Daphne van Daphne van Weijen University of Amsterdam 01 This chapter discusses validity parameters for studies on writing processes in a second or foreign language (L2). To that end, Cook and Campbell’s validity framework, which discerns four types of validity, i.e., statistical, internal, construct and external validity, has been used. The chapter especially hones in on construct validity by combining a case-based approach, based on a selection of frequently cited L2-writing process studies, with a comprehensive causal model often used for analyzing writing process studies (in terms of four components, Process – Task – Learner – Output). We suggest seven functional and directional parameters to discuss the construct of the writing process as intended against the construct as studied, and propose a selective and non-exhaustive list of guidelines for statistical and internal validity. Both parameters and guidelines are provided to inform (the design of) future L2 writing process studies. 10 01 JB code rmal.5.03coy 60 81 22 Chapter 7 1 A01 Yvette Coyle Coyle, Yvette Yvette Coyle University of Murcia 2 A01 Florentina Nicolás-Conesa Nicolás-Conesa, Florentina Florentina Nicolás-Conesa University of Murcia 3 A01 Lourdes Cerezo Cerezo, Lourdes Lourdes Cerezo University of Murcia 01 This chapter offers a critical overview of the methods used in research on written corrective feedback processing. Broadly framed within interventionist and non-interventionist strands of research on the grounds of whether or not feedback and other task or participant-related variables are controlled by the researcher, we describe the research designs, participants, data collection tools, and analytical units used in studies on feedback processing. Our purpose in doing so is twofold. Firstly, we aim to take stock of the ways in which process research has evolved in line with changing theoretical and empirical developments in the field of L2 writing studies. Secondly, we intend to offer an appraisal of the methodological procedures used in existing research. Finally, we suggest future directions for a more inclusive research agenda that can respond to the challenges of new digital and curricular L2 writing scenarios and establish greater uniformity in its analytical approaches. 10 01 JB code rmal.5.p2 83 1 Section header 8 10 01 JB code rmal.5.04hor 84 103 20 Chapter 9 1 A01 Sofia Hort Hort, Sofia Sofia Hort Mälardalen University 2 A01 Olena Vasylets Vasylets, Olena Olena Vasylets University of Barcelona 01 This chapter focuses on survey methods for studying writing processes. We specifically focus on questionnaires, interviews, and process logs, which all represent subjective self-report instuments. We start by describing the affordances of these data collection procedures, and review some relevant L1 and L2 studies which employed them to study writing processes. We then address some methodological concerns in the use of the self-report instruments discussed in the chapter and finish by suggesting avenues for future research. 10 01 JB code rmal.5.05leo 104 122 19 Chapter 10 1 A01 Ronald P. Leow Leow, Ronald P. Ronald P. Leow Georgetown University 2 A01 Melissa A. Bowles Bowles, Melissa A. Melissa A. Bowles University of Illinois at Urbana-Champaign 01 This chapter explores how think-alouds (TAs) and stimulated recalls (SRs) have been used to study cognitive processing, with a particular focus on writing processes. We describe the two types of verbal report and discuss the kinds of research questions that each is well-suited to answer, as well as considerations to be addressed when deciding which one to use in a given research design. We then discuss the validity of TAs and SRs and assess the robustness of findings from empirical studies on the writing process that have used TAs and SRs. We conclude by providing some future directions for research to move the field of L2 writing processes forward. 10 01 JB code rmal.5.06suz 123 140 18 Chapter 11 1 A01 Wataru Suzuki Suzuki, Wataru Wataru Suzuki Miyagi University of Education 2 A01 Masako Ishikawa Ishikawa, Masako Masako Ishikawa Josai Universty 3 A01 Neomy Storch Storch, Neomy Neomy Storch University of Melbourne 01 This chapter focuses on written verbalizations (e.g., written languaging, valid written explanations, diaries, written reflections) and discusses their possible roles as data collection instruments for the study of writing processes. We first describe general procedures for collecting written verbalizations and then critically analyze (a) the type of research questions researchers can ask and answer by using written verbalizations; (b) methodological challenges researchers face and the possible solutions to circumvent those challenges; and (c) how L2 researchers can best elicit written verbalizations in L2 research. We conclude by suggesting four practical tips to researchers who wish to use written verbalizations as a data collection instrument in the study of writing processes. 10 01 JB code rmal.5.07ser 141 160 20 Chapter 12 1 A01 Jérémie Séror Séror, Jérémie Jérémie Séror University of Ottawa 2 A01 Guillaume Gentil Gentil, Guillaume Guillaume Gentil Carleton University 01 Emerging technologies and the rise of internet-mediated writing spaces have contributed to the appearance of new forms of digital practices that have transformed writing and its development. These technologies also present important methodological opportunities for researchers interested in the study of writing processes and writing development. This chapter offers a critical overview of one such opportunity: the use of screen capture technologies (SCT) as a means of documenting and engaging in direct real-time observation of language learners’ digitally mediated writing activities. After a brief description of SCT, this chapter reviews the research questions explored and insights gleaned about writing processes and writing development with SCT. It then addresses the methodological challenges and potential solutions associated with the integration of SCT data within research projects in terms of research design, data collection, data analysis and reporting, and ethical considerations. The chapter concludes by suggesting some potential future avenues for writing process research enabled by the use of SCT. 10 01 JB code rmal.5.08joh 161 182 22 Chapter 13 1 A01 Victoria Johansson Johansson, Victoria Victoria Johansson Lund University | Kristianstad University 2 A01 Asa Wengelin Wengelin, Asa Asa Wengelin University of Gothenburg 3 A01 Roger Johansson Johansson, Roger Roger Johansson Lund University 01 This chapter presents an overview of keystroke logging. The chapter includes a general rationale for why and when the method is appropriate, how the technique works, and pros and cons with different methodological combinations of keystroke logging. Further, the chapter briefly outlines some previous L2 writing keystroke logging studies to illustrate the type of questions that can be addressed by this data collection technique. Finally, we discuss some methodological challenges and suggest best practices for using the method. 10 01 JB code rmal.5.09joh 183 200 18 Chapter 14 1 A01 Victoria Johansson Johansson, Victoria Victoria Johansson Lund University | Kristianstad University 2 A01 Roger Johansson Johansson, Roger Roger Johansson Lund University 3 A01 Asa Wengelin Wengelin, Asa Asa Wengelin University of Gothenburg 01 This chapter presents an overview of eye tracking combined with tools for capturing digital writing (foremost keystroke logging). This includes a general rationale for why eye tracking is relevant for research on writing processes, how the technique works, and pros and cons of different eye trackers and methodological designs. The chapter describes previous L1 and L2 writing studies which have used eye tracking to illustrate the type of questions that can be addressed by this technique. Finally, some methodological challenges are highlighted and best practices are suggested. It is emphasized that information of writers’ visual attention can enrich real-time writing studies, but that the researcher must pose research questions and opt for designs bearing in mind the advantages and limitations of the technique. 10 01 JB code rmal.5.p3 201 1 Section header 15 10 01 JB code rmal.5.10roc 202 223 22 Chapter 16 1 A01 Julio Roca de Larios Roca de Larios, Julio Julio Roca de Larios University of Murcia 01 The main purpose of this chapter is to critically examine a number of methodological issues related to the analysis of L1 and L2 writing processes from a genre-based perspective – a domain of inquiry that has remained largely underdeveloped in the L2 writing research agenda. I discuss the range of theoretical assumptions and empirical considerations that led me to become involved in the research, describe the most relevant methodological challenges faced when attempting to trace the generation, elaboration, and integration of writers’ argumentative goals across languages, and illustrate the decisions I made at these three stages. I finally evaluate the significance of the analytical categories and procedures previously discussed and suggest avenues for further research. 10 01 JB code rmal.5.11gar 224 246 23 Chapter 17 1 A01 Aitor Garcés Garcés, Aitor Aitor Garcés University of Murcia 2 A01 Raquel Criado Criado, Raquel Raquel Criado University of Murcia 3 A01 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón University of Murcia 01 This chapter focuses on methodological considerations in a study in which keystroke-logging data was used for the analysis of young English as a foreign language (EFL) learners’ pausing behavior while writing in their L2. We first present the rationale behind the study and subsequently discuss methodological considerations in the operationalization of the construct of pausing behavior, challenges and problems related to data analysis, and solutions adopted. In the final part, we suggest directions for further research. 10 01 JB code rmal.5.12gug 247 268 22 Chapter 18 1 A01 Elisa Guggenbichler Guggenbichler, Elisa Elisa Guggenbichler University of Innsbruck 2 A01 Kathrin Eberharter Eberharter, Kathrin Kathrin Eberharter University of Innsbruck 3 A01 Benjamin Kremmel Kremmel, Benjamin Benjamin Kremmel University of Innsbruck 01 The purpose of this chapter is to critically discuss some of the key issues when investigating writing processes for the purposes of foreign language assessment research – a branch of research that currently tends to triangulate synchronous observational data (e.g., eye tracking, keystroke logging) with asynchronous data from stimulated verbal recalls or text analysis. We will discuss a range of methodological considerations that should be taken into account when researching foreign language writing processes in the context of language tests and beyond. We will exemplify and critically discuss key issues related to three of the methods predominantly used in this strand of research: eye tracking, keystroke logging, and stimulated recalls. We will illustrate these issues and decision-making processes at the various stages of research by critically reflecting on the lessons learned from two research projects of this kind conducted by the authors. 10 01 JB code rmal.5.13pac 269 291 23 Chapter 19 1 A01 Mark B. Pacheco Pacheco, Mark B. Mark B. Pacheco University of Florida 2 A01 Blaine E. Smith Smith, Blaine E. Blaine E. Smith Vanderbilt University 01 This chapter explores methodological challenges in understanding the relationships between processes, products, and perspectives within digital multimodal composition. Using examples from a research project concerning multilingual and multimodal composing in an eighth-grade classroom in the United States, the authors describe specific challenges – and possible avenues forward – in relation to screen-capture software, student retrospective design interviews, and multimodal timescapes. The chapter concludes with implications from these challenges for research and instruction for emergent bilingual students. 10 01 JB code rmal.5.14coy 292 314 23 Chapter 20 1 A01 Yvette Coyle Coyle, Yvette Yvette Coyle University of Murcia 01 This chapter describes the development of a coding scheme for the analysis of young English as a foreign language learners’ engagement with model texts. After outlining the theoretical rationale underlying our analytical procedure, and the methodological problems we experienced when attempting to apply constructs developed in research with adults to a younger and less proficient group of learners, I go on to explain the multiple steps involved in our process-product analysis. Careful triangulation of different measures including the children’s written texts, handwritten notes, and transcripts of their collaborative dialogue across two multi-stage tasks, enabled us to identify a series of trajectories involving diverse combinations of noticing, strategic problem-solving, and degrees of uptake. The coding categories and methodological decisions are illustrated with examples from the children’s data. Limitations in the procedure are also highlighted. 10 01 JB code rmal.5.15shi 315 336 22 Chapter 21 1 A01 Natsuko Shintani Shintani, Natsuko Natsuko Shintani Kansai University 2 A01 Scott Aubrey Aubrey, Scott Scott Aubrey The Chinese University of Hong Kong 01 Providing written corrective feedback in computer-mediated communication (CMC) environments has increasingly attracted the interest of both researchers and practitioners. In this chapter we reflect on our study, Shintani & Aubrey (2016), which examined the comparative effects of synchronous and asynchronous written corrective feedback on the accurate production of target grammatical features in a guided writing task. The methodological challenges we experienced related to (a) operationalizing synchronous and asynchronous written corrective feedback; (b) designing treatment materials and procedures; (c) testing; and (d) analyzing the data. In each decision, we tried to find a balance between experimental control and ecological validity. This chapter not only provides a window into how we overcame these challenges but also gives suggestions for research methodologies that can be used in future studies to explore the provision of written corrective feedback through online technologies. 10 01 JB code rmal.5.16mcb 337 363 27 Chapter 22 1 A01 Sophie McBride McBride, Sophie Sophie McBride University of Murcia 2 A01 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón University of Murcia 01 This chapter provides a reflection on the methodological decisions taken in a study that investigated the affordances of diverse data collection procedures for inspecting depth of processing of written corrective feedback, namely think-aloud protocols, written languaging, and a combination of both. We will start by formulating the overall aims and the specific questions guiding the study and by providing a synthetic account of the rationale behind our aims and methods. In the main part of the chapter, we will report (i) the main challenges and problems experienced when analysing the data as well as the solutions adopted; and (ii) the kind of data on feedback processing provided by the three data collection procedures used in the study. We will close with methodological conclusions for future studies intended to shed light on depth of processing of written corrective feedback. 10 01 JB code rmal.5.17pol 364 381 18 Chapter 23 1 A01 Charlene Polio Polio, Charlene Charlene Polio Michigan State University 01 In this afterword, I summarize the strengths and challenges of different research methods used to study second language writing processes with reference to the various chapters in the volume. This is followed by a discussion of considerations researchers have to make when choosing a method. Next, I summarize themes that are apparent throughout the volume, and then focus on certain themes that I believe need more attention. 10 01 JB code rmal.5.index 383 388 6 Index 24 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20231023 2023 John Benjamins B.V. 02 WORLD 08 860 gr 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 21 48 16 01 02 JB 1 00 105.00 EUR R 02 02 JB 1 00 111.30 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 21 16 02 02 JB 1 00 88.00 GBP Z 01 JB 2 John Benjamins North America +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 01 US CA MX 21 16 01 gen 02 JB 1 00 158.00 USD 960026839 03 01 01 JB John Benjamins Publishing Company 01 JB code RMAL 5 Pb 15 9789027214096 13 2023028961 BC 01 RMAL 02 2590-096X Research Methods in Applied Linguistics 5 01 rmal.5 01 https://benjamins.com 02 https://benjamins.com/catalog/rmal.5 1 B01 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón University of Murcia 2 B01 Julio Roca de Larios Roca de Larios, Julio Julio Roca de Larios University of Murcia 01 eng 393 vi 387 LAN009070 v.2006 CFDC 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.BIL Multilingualism 24 JB Subject Scheme LIN.WRIT Writing and literacy 06 01 This volume brings together the perspectives of new and established scholars who have connected with the broad fields of first language (L1) and second language (L2) writing to discuss critically key methodological developments and challenges in the study of L2 writing processes. The focus is on studies of composing and of engagement with feedback on written drafts, with particular attention to methods of process-tracing through data such as concurrent or stimulated verbal reports, interviews, diaries, digital recording, visual screen capture, eye tracking, keystroke logging, questionnaires, and/or ethnographic observation. The chapters in the book illustrate how progress has been made in developing research methods and empirical understandings of writing processes, in introducing methodological innovations, and in pointing to future methodological directions. It will be an essential methodological guide for novice and experienced researchers, senior students, and educators investigating the processes of writing in additional languages. 04 09 01 https://benjamins.com/covers/475/rmal.5.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027214102.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027214102.tif 06 09 01 https://benjamins.com/covers/1200_front/rmal.5.pb.png 07 09 01 https://benjamins.com/covers/125/rmal.5.png 25 09 01 https://benjamins.com/covers/1200_back/rmal.5.pb.png 27 09 01 https://benjamins.com/covers/3d_web/rmal.5.pb.png 10 01 JB code rmal.5.prelim i iv 4 Prelim pages -1 10 01 JB code rmal.5.toc v vi 2 Table of contents 1 10 01 JB code rmal.5.foreword 1 3 3 Foreword 2 1 A01 Alister Cumming Cumming, Alister Alister Cumming University of Toronto 10 01 JB code rmal.5.intro Section header 3 10 01 JB code rmal.5.01man 6 31 26 Chapter 4 1 A01 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón University of Murcia 2 A01 Julio Roca de Larios Roca de Larios, Julio Julio Roca de Larios University of Murcia 01 This introductory chapter serves two main purposes. One is to contextualize the book within the larger professional discussion, which we do through a look-back approach in order to provide a synthetic review of the main lines of research in the study of L2 writing processes and the main research instruments employed. The second aim of the chapter is to introduce readers to the aims, structure, and contents of the book. 10 01 JB code rmal.5.p1 33 1 Section header 5 10 01 JB code rmal.5.02rij 34 59 26 Chapter 6 1 A01 Gert Rijlaarsdam Rijlaarsdam, Gert Gert Rijlaarsdam University of Amsterdam | Norwegian University of Science and Technology 2 A01 Elke Van Steendam Van Steendam, Elke Elke Van Steendam KU Leuven 3 A01 Daphne van Weijen Weijen, Daphne van Daphne van Weijen University of Amsterdam 01 This chapter discusses validity parameters for studies on writing processes in a second or foreign language (L2). To that end, Cook and Campbell’s validity framework, which discerns four types of validity, i.e., statistical, internal, construct and external validity, has been used. The chapter especially hones in on construct validity by combining a case-based approach, based on a selection of frequently cited L2-writing process studies, with a comprehensive causal model often used for analyzing writing process studies (in terms of four components, Process – Task – Learner – Output). We suggest seven functional and directional parameters to discuss the construct of the writing process as intended against the construct as studied, and propose a selective and non-exhaustive list of guidelines for statistical and internal validity. Both parameters and guidelines are provided to inform (the design of) future L2 writing process studies. 10 01 JB code rmal.5.03coy 60 81 22 Chapter 7 1 A01 Yvette Coyle Coyle, Yvette Yvette Coyle University of Murcia 2 A01 Florentina Nicolás-Conesa Nicolás-Conesa, Florentina Florentina Nicolás-Conesa University of Murcia 3 A01 Lourdes Cerezo Cerezo, Lourdes Lourdes Cerezo University of Murcia 01 This chapter offers a critical overview of the methods used in research on written corrective feedback processing. Broadly framed within interventionist and non-interventionist strands of research on the grounds of whether or not feedback and other task or participant-related variables are controlled by the researcher, we describe the research designs, participants, data collection tools, and analytical units used in studies on feedback processing. Our purpose in doing so is twofold. Firstly, we aim to take stock of the ways in which process research has evolved in line with changing theoretical and empirical developments in the field of L2 writing studies. Secondly, we intend to offer an appraisal of the methodological procedures used in existing research. Finally, we suggest future directions for a more inclusive research agenda that can respond to the challenges of new digital and curricular L2 writing scenarios and establish greater uniformity in its analytical approaches. 10 01 JB code rmal.5.p2 83 1 Section header 8 10 01 JB code rmal.5.04hor 84 103 20 Chapter 9 1 A01 Sofia Hort Hort, Sofia Sofia Hort Mälardalen University 2 A01 Olena Vasylets Vasylets, Olena Olena Vasylets University of Barcelona 01 This chapter focuses on survey methods for studying writing processes. We specifically focus on questionnaires, interviews, and process logs, which all represent subjective self-report instuments. We start by describing the affordances of these data collection procedures, and review some relevant L1 and L2 studies which employed them to study writing processes. We then address some methodological concerns in the use of the self-report instruments discussed in the chapter and finish by suggesting avenues for future research. 10 01 JB code rmal.5.05leo 104 122 19 Chapter 10 1 A01 Ronald P. Leow Leow, Ronald P. Ronald P. Leow Georgetown University 2 A01 Melissa A. Bowles Bowles, Melissa A. Melissa A. Bowles University of Illinois at Urbana-Champaign 01 This chapter explores how think-alouds (TAs) and stimulated recalls (SRs) have been used to study cognitive processing, with a particular focus on writing processes. We describe the two types of verbal report and discuss the kinds of research questions that each is well-suited to answer, as well as considerations to be addressed when deciding which one to use in a given research design. We then discuss the validity of TAs and SRs and assess the robustness of findings from empirical studies on the writing process that have used TAs and SRs. We conclude by providing some future directions for research to move the field of L2 writing processes forward. 10 01 JB code rmal.5.06suz 123 140 18 Chapter 11 1 A01 Wataru Suzuki Suzuki, Wataru Wataru Suzuki Miyagi University of Education 2 A01 Masako Ishikawa Ishikawa, Masako Masako Ishikawa Josai Universty 3 A01 Neomy Storch Storch, Neomy Neomy Storch University of Melbourne 01 This chapter focuses on written verbalizations (e.g., written languaging, valid written explanations, diaries, written reflections) and discusses their possible roles as data collection instruments for the study of writing processes. We first describe general procedures for collecting written verbalizations and then critically analyze (a) the type of research questions researchers can ask and answer by using written verbalizations; (b) methodological challenges researchers face and the possible solutions to circumvent those challenges; and (c) how L2 researchers can best elicit written verbalizations in L2 research. We conclude by suggesting four practical tips to researchers who wish to use written verbalizations as a data collection instrument in the study of writing processes. 10 01 JB code rmal.5.07ser 141 160 20 Chapter 12 1 A01 Jérémie Séror Séror, Jérémie Jérémie Séror University of Ottawa 2 A01 Guillaume Gentil Gentil, Guillaume Guillaume Gentil Carleton University 01 Emerging technologies and the rise of internet-mediated writing spaces have contributed to the appearance of new forms of digital practices that have transformed writing and its development. These technologies also present important methodological opportunities for researchers interested in the study of writing processes and writing development. This chapter offers a critical overview of one such opportunity: the use of screen capture technologies (SCT) as a means of documenting and engaging in direct real-time observation of language learners’ digitally mediated writing activities. After a brief description of SCT, this chapter reviews the research questions explored and insights gleaned about writing processes and writing development with SCT. It then addresses the methodological challenges and potential solutions associated with the integration of SCT data within research projects in terms of research design, data collection, data analysis and reporting, and ethical considerations. The chapter concludes by suggesting some potential future avenues for writing process research enabled by the use of SCT. 10 01 JB code rmal.5.08joh 161 182 22 Chapter 13 1 A01 Victoria Johansson Johansson, Victoria Victoria Johansson Lund University | Kristianstad University 2 A01 Asa Wengelin Wengelin, Asa Asa Wengelin University of Gothenburg 3 A01 Roger Johansson Johansson, Roger Roger Johansson Lund University 01 This chapter presents an overview of keystroke logging. The chapter includes a general rationale for why and when the method is appropriate, how the technique works, and pros and cons with different methodological combinations of keystroke logging. Further, the chapter briefly outlines some previous L2 writing keystroke logging studies to illustrate the type of questions that can be addressed by this data collection technique. Finally, we discuss some methodological challenges and suggest best practices for using the method. 10 01 JB code rmal.5.09joh 183 200 18 Chapter 14 1 A01 Victoria Johansson Johansson, Victoria Victoria Johansson Lund University | Kristianstad University 2 A01 Roger Johansson Johansson, Roger Roger Johansson Lund University 3 A01 Asa Wengelin Wengelin, Asa Asa Wengelin University of Gothenburg 01 This chapter presents an overview of eye tracking combined with tools for capturing digital writing (foremost keystroke logging). This includes a general rationale for why eye tracking is relevant for research on writing processes, how the technique works, and pros and cons of different eye trackers and methodological designs. The chapter describes previous L1 and L2 writing studies which have used eye tracking to illustrate the type of questions that can be addressed by this technique. Finally, some methodological challenges are highlighted and best practices are suggested. It is emphasized that information of writers’ visual attention can enrich real-time writing studies, but that the researcher must pose research questions and opt for designs bearing in mind the advantages and limitations of the technique. 10 01 JB code rmal.5.p3 201 1 Section header 15 10 01 JB code rmal.5.10roc 202 223 22 Chapter 16 1 A01 Julio Roca de Larios Roca de Larios, Julio Julio Roca de Larios University of Murcia 01 The main purpose of this chapter is to critically examine a number of methodological issues related to the analysis of L1 and L2 writing processes from a genre-based perspective – a domain of inquiry that has remained largely underdeveloped in the L2 writing research agenda. I discuss the range of theoretical assumptions and empirical considerations that led me to become involved in the research, describe the most relevant methodological challenges faced when attempting to trace the generation, elaboration, and integration of writers’ argumentative goals across languages, and illustrate the decisions I made at these three stages. I finally evaluate the significance of the analytical categories and procedures previously discussed and suggest avenues for further research. 10 01 JB code rmal.5.11gar 224 246 23 Chapter 17 1 A01 Aitor Garcés Garcés, Aitor Aitor Garcés University of Murcia 2 A01 Raquel Criado Criado, Raquel Raquel Criado University of Murcia 3 A01 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón University of Murcia 01 This chapter focuses on methodological considerations in a study in which keystroke-logging data was used for the analysis of young English as a foreign language (EFL) learners’ pausing behavior while writing in their L2. We first present the rationale behind the study and subsequently discuss methodological considerations in the operationalization of the construct of pausing behavior, challenges and problems related to data analysis, and solutions adopted. In the final part, we suggest directions for further research. 10 01 JB code rmal.5.12gug 247 268 22 Chapter 18 1 A01 Elisa Guggenbichler Guggenbichler, Elisa Elisa Guggenbichler University of Innsbruck 2 A01 Kathrin Eberharter Eberharter, Kathrin Kathrin Eberharter University of Innsbruck 3 A01 Benjamin Kremmel Kremmel, Benjamin Benjamin Kremmel University of Innsbruck 01 The purpose of this chapter is to critically discuss some of the key issues when investigating writing processes for the purposes of foreign language assessment research – a branch of research that currently tends to triangulate synchronous observational data (e.g., eye tracking, keystroke logging) with asynchronous data from stimulated verbal recalls or text analysis. We will discuss a range of methodological considerations that should be taken into account when researching foreign language writing processes in the context of language tests and beyond. We will exemplify and critically discuss key issues related to three of the methods predominantly used in this strand of research: eye tracking, keystroke logging, and stimulated recalls. We will illustrate these issues and decision-making processes at the various stages of research by critically reflecting on the lessons learned from two research projects of this kind conducted by the authors. 10 01 JB code rmal.5.13pac 269 291 23 Chapter 19 1 A01 Mark B. Pacheco Pacheco, Mark B. Mark B. Pacheco University of Florida 2 A01 Blaine E. Smith Smith, Blaine E. Blaine E. Smith Vanderbilt University 01 This chapter explores methodological challenges in understanding the relationships between processes, products, and perspectives within digital multimodal composition. Using examples from a research project concerning multilingual and multimodal composing in an eighth-grade classroom in the United States, the authors describe specific challenges – and possible avenues forward – in relation to screen-capture software, student retrospective design interviews, and multimodal timescapes. The chapter concludes with implications from these challenges for research and instruction for emergent bilingual students. 10 01 JB code rmal.5.14coy 292 314 23 Chapter 20 1 A01 Yvette Coyle Coyle, Yvette Yvette Coyle University of Murcia 01 This chapter describes the development of a coding scheme for the analysis of young English as a foreign language learners’ engagement with model texts. After outlining the theoretical rationale underlying our analytical procedure, and the methodological problems we experienced when attempting to apply constructs developed in research with adults to a younger and less proficient group of learners, I go on to explain the multiple steps involved in our process-product analysis. Careful triangulation of different measures including the children’s written texts, handwritten notes, and transcripts of their collaborative dialogue across two multi-stage tasks, enabled us to identify a series of trajectories involving diverse combinations of noticing, strategic problem-solving, and degrees of uptake. The coding categories and methodological decisions are illustrated with examples from the children’s data. Limitations in the procedure are also highlighted. 10 01 JB code rmal.5.15shi 315 336 22 Chapter 21 1 A01 Natsuko Shintani Shintani, Natsuko Natsuko Shintani Kansai University 2 A01 Scott Aubrey Aubrey, Scott Scott Aubrey The Chinese University of Hong Kong 01 Providing written corrective feedback in computer-mediated communication (CMC) environments has increasingly attracted the interest of both researchers and practitioners. In this chapter we reflect on our study, Shintani & Aubrey (2016), which examined the comparative effects of synchronous and asynchronous written corrective feedback on the accurate production of target grammatical features in a guided writing task. The methodological challenges we experienced related to (a) operationalizing synchronous and asynchronous written corrective feedback; (b) designing treatment materials and procedures; (c) testing; and (d) analyzing the data. In each decision, we tried to find a balance between experimental control and ecological validity. This chapter not only provides a window into how we overcame these challenges but also gives suggestions for research methodologies that can be used in future studies to explore the provision of written corrective feedback through online technologies. 10 01 JB code rmal.5.16mcb 337 363 27 Chapter 22 1 A01 Sophie McBride McBride, Sophie Sophie McBride University of Murcia 2 A01 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón University of Murcia 01 This chapter provides a reflection on the methodological decisions taken in a study that investigated the affordances of diverse data collection procedures for inspecting depth of processing of written corrective feedback, namely think-aloud protocols, written languaging, and a combination of both. We will start by formulating the overall aims and the specific questions guiding the study and by providing a synthetic account of the rationale behind our aims and methods. In the main part of the chapter, we will report (i) the main challenges and problems experienced when analysing the data as well as the solutions adopted; and (ii) the kind of data on feedback processing provided by the three data collection procedures used in the study. We will close with methodological conclusions for future studies intended to shed light on depth of processing of written corrective feedback. 10 01 JB code rmal.5.17pol 364 381 18 Chapter 23 1 A01 Charlene Polio Polio, Charlene Charlene Polio Michigan State University 01 In this afterword, I summarize the strengths and challenges of different research methods used to study second language writing processes with reference to the various chapters in the volume. This is followed by a discussion of considerations researchers have to make when choosing a method. Next, I summarize themes that are apparent throughout the volume, and then focus on certain themes that I believe need more attention. 10 01 JB code rmal.5.index 383 388 6 Index 24 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20231023 2023 John Benjamins B.V. 02 WORLD 01 240 mm 02 160 mm 08 700 gr 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 21 114 22 01 02 JB 1 00 36.00 EUR R 02 02 JB 1 00 38.16 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 21 22 02 02 JB 1 00 30.00 GBP Z 01 JB 2 John Benjamins North America +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 01 US CA MX 21 2 22 01 gen 02 JB 1 00 54.00 USD