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Watanabe, Y. (2001). Read-to-Write Tasks for the Assessment of Second Language Academic Writing Skills: Investigating Text Features and Rater Reactions. Unpublished Doctoral Dissertation, University of Hawaii.

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.