Chapter One Overview of the Study

1.1 Introduction

1.2 Developments in Studies on L1 Writing

1.3 Developments in Studies on L2 Writing

1.4 Statement of Problems

1.5 Method and Purpose of the Study

1.6 Structure of the Book

Chapter Two Theoretical Orientations to Writing Processes

2.1 Introduction

2.2 Cognitive Models of the Writing Process

2.3 Socio-cognitive Models of the Writing Process

2.4 Sociocultural Theory and the Writing Process

2.5 Activity Theory and the Writing Process

2.6 Chapter Summary

Chapter Three Previous Studies on EFL Writing Processes

3.1 Introduction

3.2 Studies on Planning Processes

3.2.1 Nature of Planning Processes

3.2.2 Types of Planning Processes

3.2.3 Factors Influencing Planning Processes

3.2.4 Effects of Planning Processes on Writing Performance

3.3 Studies on Generating Processes

3.3.1 Language Choices in Generating Processes

3.3.2 Focus of Ideas in Generating Processes

3.3.3 Role of Proficiency Level in Generating Processes

3.3.4 Writing Tools and Generating Processes

3.4 Studies on Revising Processes

3.4.1 Nature of Revision in Writing Processes

3.4.2 Variations in Revising Behaviors

3.4.3 Strategies Used in Revising Processes

3.5 Chinese Studies on EFL Writing Processes

3.6 Research Gaps and Research Objectives

3.7 Chapter Summary

Chapter Four Methodology of the Study

4.1 Introduction

4.2 Think-aloud Protocols

4.3 Stimulated Recalls

4.4 Computer-aided Methods

4.4.1 Keystroke Logging

4.4.2 Inputlog

4.4.3 Automated Essay Scoring

4.5 Chapter Summary

Chapter Five Planning in the Text-producing Processes

5.1 Introduction

5.2 Design of the Study

5.2.1 Participants

5.2.2 Sources of Data

5.2.3 Data Collection

5.2.4 Data Analysis

5.3 Results and Findings

5.3.1 Overall Temporal Features of Planning Processes

5.3.2 Temporal Features of Planning Processes by Writing Tool

5.3.3 Temporal Features of Planning Processes by Group

5.4 Discussion

5.4.1 Shared Features of Planning Time Allocation

5.4.2 Balanced Planning Time of More Proficient Students

5.4.3 Decreases in Pre-writing Planning Time

5.5 Chapter Summary

Chapter Six Generating in the Text-producing Processes

6.1 Introduction

6.2 Design of the Study

6.2.1 Participants

6.2.2 Sources of Data

6.2.3 Data Collection

6.2.4 Data Analysis

6.3 Results and Findings

6.3.1 Overall Features of Generating Processes

6.3.2 Features of Generating Processes by Group

6.3.3 Features of Generating Processes by Writing Tool

6.4 Discussion

6.4.1 Large Time Proportion of Generating Processes

6.4.2 Common Use of L1 in L2 Generating Processes

6.4.3 Reduction of Generating Time in Keyboard Writing

6.5 Chapter Summary

Chapter Seven Revising in the Text-producing Processes

7.1 Introduction

7.2 Design of the Study

7.2.1 Participants

7.2.2 Sources of Data

7.2.3 Data Collection

7.2.4 Data Analysis

7.3 Results and Discussion

7.3.1 Features of Online Revising Processes

7.3.2 Types of Online Revisions

7.3.3 Focuses of Online Revising Processes

7.4 Chapter Summary

Chapter Eight Apprehension in the Text-producing Processes

8.1 Introduction

8.2 Design of the Study

8.2.1 Participants

8.2.2 Sources of Data

8.2.3 Data Collection

8.2.4 Data Analysis

8.3 Results and Discussion

8.3.1 Overall Situation of Writing Apprehension

8.3.2 Sources of Writing Apprehension

8.3.3 Possible Ways to Reduce Writing Apprehension

8.4 Chapter Summary

Chapter Nine Reader Awareness in the Text-producing Processes

9.1 Introduction

9.2 Design of the Study

9.2.1 Participants

9.2.2 Sources of Data

9.2.3 Pilot Study

9.2.4 Data Collection

9.2.5 Data Analysis

9.3 Results and Discussion

9.3.1 Perceptions of Audience Awareness in Writing

9.3.2 Target Audience in Students'Mind

9.3.3 Ways to Realize Audience Awareness

9.4 Chapter Summary

Chapter Ten Thinking Medium in the Text-producing Processes

10.1 Introduction

10.2 Design of the Study

10.2.1 Participants

10.2.2 Sources of Data

10.2.3 Data Collection

10.2.4 Data Analysis

10.3 Results and Discussion

10.3.1 Alternate Use of L1 and L2 as Medium of Thought

10.3.2 Situations Triggering the Shift of Thinking Medium

10.3.3 Task Types and the Use of Thinking Medium

10.3.4 Effect Factors to the Choice of Thinking Medium

10.3.5 Relationship between L1 Use and Writing Performance

10.4 Chapter Summary

Chapter Eleven Toward a Mechanism of Text Production in L2 Writing

11.1 Introduction

11.2 The Role of Proficiency Level

11.3 The Role of Thinking Language

11.4 The Role of Writing Tools

11.5 The Role of Task Type

11.6 The Role of Reader Awareness

11.7 The Role of Writing Apprehension

11.8 A Tentative Model of L2 Text Production

11.9 Chapter Summary

Chapter Twelve Conclusion

12.1 Summary of the Study

12.2 Pedagogical Implications

12.2.1 Teaching Writing beyond Language Points

12.2.2 Teaching Writing with the Aid of Technology

12.2.3 Combining Reading and Writing in Writing Instruction

12.2.4 Providing Adequate Opportunities for Practice

12.3 Limitations of the Study

12.4 Suggestions for Future Studies

12.5 Concluding Remarks

References

Appendix 1

Appendix 2

Appendix 3

Appendix 4

Appendix 5

Appendix 6

Appendix 7

Appendix 8

Appendix 9

Appendix 10

Acknowledgements