Chapter 5.

There are a number of issues in the field of Second Language Writing that are so complex and multifaceted that a single research method might at best present only a partial representation of what lies behind. Among them is how student writers go through the process of writing based on sources. While much research has been conducted to the present, revealing various aspects of so-called integrated writing, there exists a gap in the literature, namely the role of individual differences on the performance of integrated writing. Integrated writing, as it involves both reading and writing, is assumed to require much more attention than it does for independent writing. For instance, student writers have to not only pay attention to the accuracy of their understanding of the source texts, but make sure that they paraphrase in an appropriate manner so their written products are free from plagiarism. Based on the hypothesis that attention and memory play a role in integrated writing, I would like to carry out mixed-methods research that aims to examine the correlations, if any, between attention and memory, as independent variables, and proficiency level of integrated writing, as dependent variable. I would measure the participants’ attention and memory using existing tools in the literature. Looking into what prior research has done or going to the original texts in educational psychology would help me identify the best tools to use, and if necessary, I would have to modify the existing instruments. 

1)    What is the correlation between attention and memory, on one hand, and proficiency in reading-to-write tasks, on the other? (statistical analysis)

2)   When attention is disrupted, what measure suffers most among complexity, accuracy, and fluency? (use retrospective elicitation)

3)   When memory is disrupted, what measure suffers most among complexity, accuracy, and fluency? (use think-aloud protocols)