Abstracts - Earli

More than just error correction: Children’s metacognitive understanding of online revisionprocessesDebral Myhill, University of Exeter, United KingdomSusan Jones, University of Exeter, United KingdomDrawing on the second phase of a two year study of children’s linguistic and compositionalprocesses, this article describes children’s reflections on their online revision processes, thoserevisions made during the process of translating thoughts into written text. The data collected wasfrom classroom observation and post hoc interviews with 34 children, who were observed during awriting task in the English classrooms and interviewed subsequently to elicit their reflections andunderstandings of their own revising processes. The analysis indicates that children tend toconceptualise revision as a macro-strategy and as a task, which is predominantly undertaken as apost-textual production reviewing activity. It also indicates that children engage in multiplerevising activities during writing, including many revisions, which are not concerned with simplematters of surface accuracy, and many children are able to talk about these perceptively and withinsight.The influence of text type and language on self-regulation in writingEva Lindgren, Umea University, SwedenThis paper presents a small study in which keystroke logging was used 1) to capture traces of selfregulationin writing and 2) to stimulate young writers’ noticing, metacognitive awareness andself-regulatory skills in writing. Keystroke logging records writing sessions and stores accurateand detailed information about time and occurrence of every keystroke in a log file. Planning andrevision of writing can be reflected as pauses, changes and movements in the text. In order to gainmore information about writers’ motivation from these traces, additional data collection methods,such as stimulated recall, can be used. Keystroke-logging programs include a replay function,which allows retrospective analysis of or reflection on text evolution. In this study, nine 13-yearoldwriters wrote and reflected on argumentative and descriptive first (L1) and second language(L2) texts. Their revision during writing was coupled with their recall of revision in a post-writingreplay session. It is posited that revision reflects writers’ awareness of form and concepts duringwriting and is an indicator of self-regulation during writing. Results indicate that both text typeand language affected the young writers’ revision and self-regulatory processes during writing.Further, text-type and language affected the writers’ level of recall during replay, indicating thatL2 as well as descriptive topics stimulate recall and discussion of form while L2 argumentativetasks or L1 descriptive tasks seem to promote conceptual discussions of writing. Finally, exampleswill be given of items that were recalled during the replay sessions that were later incorporatedinto a second draft of their texts. How the results impinge on writing pedagogy will be discussed.– 822 –