Zooming in on the process-product nexus of meaning-related revisions: a micro-analytic approach to keystroke logging data

While many writing studies to date show that higher-proficiency and lower-proficiency L2 writers have distinct writing behaviours, there is relatively little research into meaning-related revisions – changes which influence the meaning of the text as compared to surface-level changes related to grammar or format, and whether and how such revisions make a text-level impact. Taking a micro-analytic approach, the current study examined the real-time revision behaviours of six adolescent L1 and six adolescent L2 English writers, as captured by a keystroke logging programme. The analysis compared measures of revision behaviours and the context (i.e., location) and orientation (i.e., focus) of the meaningrelated revisions between the two groups, and examined qualitatively the specific ways the revisions do or do not contribute to enhancing the evolving text. Findings revealed that the L2 writers focused more on local-level revisions while the L1 writers’ revisions more often had a text-level impact (e.g., coherence, argumentation). Based on the findings, we discuss the value of examining the textual impact of meaning-related revisions using keystroke logging data for diagnostic feedback, and make recommendations for teaching and feedback activities in the L2 writing classroom.