Article citationsMore>>

Cumming, A., Kantor, R., Baba, K., Erdosy, U., Eouanzoui, K., & James, M. (2005). Differences in Written Discourse in Independent and Integrated Prototype Tasks for Next Generation TOEFL. Assessing Writing, 10, 5-43.
https://doi.org/10.1016/j.asw.2005.02.001

has been cited by the following article:

• TITLE: Investigating EFL Test-Takers’ Engagement with Source Materials in Reading-to-Write: Evidence from Eye-Tracking

  AUTHORS: Pucheng Wang

  KEYWORDS: EFL Writing, Reading-to-Write Tasks, Source Materials, Eye-Tracking, Careful Reading, Expeditious Reading

  JOURNAL NAME: Open Journal of Social Sciences, Vol.10 No.4, April 27, 2022

  ABSTRACT: This study investigated how English as Foreign Language (EFL) test-takers were engaged with source materials while completing a reading-to-write task. 16 participants were eye-tracked throughout task completion. Two eye-tracking metrics were examined: total visit duration, which reports how long the participants looked at each part of the task; and individual visit duration, which calculates statistics such as the mean visit duration and max visit duration of the participants’ overall individual visits. Results showed that the participants spent over a quarter of their time in reading whilst reading-to-write. During task completion, they constantly switched their attention between reading source materials and writing, and they tended to adopt a more expeditious reading approach when engaging with the source text.