Using think-alouds to investigate L2 writing processes

This paper illustrates the results of a small-scale qualitative study designed to identify the strategies employed by university students completing writing tasks in English as an L2. The aim of the study is to extend the knowledge of the L2 writing process, explore the use writers make of language-switching and shed light on difficulties encountered when writing in an L2. The data were collected on three different occasions during which two participants were asked to think aloud while producing academic writing samples. The think-aloud sessions were audio-recorded for subsequent transcription, coding, and analysis. In order to triangulate the data collected from the think-aloud protocols, retrospective interviews were conducted at the end of each session. In addition to presenting the findings, this paper discusses possible pedagogical implications and offers suggestions for further research.