Exploring the Processing of Form during an Integrated Writing Task Using a Mixed-Methods Approach

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Asian Journal of English Language Teaching ›› 2026, Vol. 35 ›› Issue (1) : 9-34.

Exploring the Processing of Form during an Integrated Writing Task Using a Mixed-Methods Approach

Jin ESHITA

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Recent product-oriented studies have suggested that integrated writing tasks are beneficial for language development. Nevertheless, research examining the manner in which learners process linguistic form during writing remains limited. The present study sought to compare the processing of form during integrated and independent writing tasks. Japanese EFL university students were required to complete both an integrated writing task, which involved summary writing, and an independent writing task, which involved essay writing. The processing of form during writing was analyzed using stimulated recall and eye tracking. In both tasks, the participants were found to primarily process lexis. Additionally, the independent writing task yielded increased grammatical processing. A detailed analysis indicated that integrated writing tasks facilitated the processing of lexis at the elaboration level. The eye-tracking analysis indicated that the participants consulted the reading passage when focusing on lexis in the integrated writing task. Conversely, when confronted with a grammatical issue, they applied their expertise to solve the issue. The analysis of the writing quality revealed only minor differences in lexical variety and pause location frequency. The implications of integrated writing tasks in classroom instruction and the contribution of this study to the field of L2 writing research are discussed in detail.

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Jin ESHITA. (2026). Exploring the Processing of Form during an Integrated Writing Task Using a Mixed-Methods Approach.Asian Journal of English Language Teaching , 35(1): 9-34

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