Abstract
The present study aims to explore EFL students' second language (L2) writing processes in comparison with first language (L1) writing processes based on stimulated recall protocols. More specifically, the study examines how 'novice' Japanese EFL writers' L2 writing processes differ from those of L1. Student writing sessions were videotaped. Immediately after they finished writing, students individually viewed the videotapes together with the researcher and were asked questions about their thoughts during their pauses. These question/answer sessions were audiotaped and transcribed for pause analysis. Responses were categorized according to the coding scheme adapted from Anzai and Uchida (1981). In addition, the total time spent and time spent before writing the first sentence were measured, and the numbers of sentences written without intra-sentential and inter-sentential pauses were counted. The results indicated that there were differences in the use of writing strategies between L1 and L2 writing, but similar writing strategies were used in L1/L2 writing. The results of process analysis were complemented by those of product analysis. Finally, directions for future study are suggested.
