Profiling the pausing behaviour of EFL learners in real-time computer-aided writing: a multi-method case study

Abstract Technologically enhanced means and devices in language education research have enabled an in-depth exploration of the dynamics writing. This study investigated pausing behaviour eight Chinese English as a Foreign Language (EFL) learners at tertiary level performing online writing task. Quantitative qualitative data were collected using combination methods techniques, including keystroke logging, screen recording videos, think-aloud protocols, stimulated recall interviews to establish profile each learner’s behaviour. The learners’ pause profiles extensively analyzed with comparative focus on similarities differences EFL across skill levels. Overall, findings revealed general tendency for most frequently low text unit level, i.e., lexical level. More specifically, less-skilled writers tended more than more-skilled lower-level units, whilst chose make strategic pauses gain overall control their Furthermore, these help reveal intricate self-monitoring patterns that undergird individual writer’s relate awareness, knowledge experience, habit. small-scale multi-method offers glimpse into how different levels would respond real-time task by resources disposal under conscious monitoring. Methodologically, it adds empirical evidence previous literature researching computer-aided process tools considers productive complementation triangulation approaches paradigms.