This study investigated how English as a Foreign Language (EFL) writers monitored the quality of their writings, and how they made revisions accordingly while completing a reading-to-write task. Two independent studies were conducted in this research study. In Study I, 16 participants completed a reading-to-write task, during which their eye movements were tracked. These eye traces then formed the stimuli for a stimulated recall session to elicit cognitive processes. In Study II, a reading-to-write process questionnaire was administered to another 172 participants after they completed the same task. Results showed that there is ample evidence of the use of monitoring and revising processes, most of which occurred during the writing and after writing the first draft. The participants conducted monitoring and revising activities at both a basic level, when they dealt mainly with textual features such as spelling, word use and sentence structure, and at a more advanced level, when they monitored issues such as relevance to the task, development of arguments and coherence and cohesion.
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