Real-Time Analysis of Cognitive Writing Processes in EFL Undergraduates: A Keystroke Logging Study

Abstract

Research on second and foreign language writing has traditionally focused on the final written product, while the cognitive processes underlying text production remain less explored. This exploratory study investigates the real-time writing processes of Moroccan undergraduate learners of English as a foreign language (EFL) using keystroke logging technology. Five focal participants completed a timed argumentative writing task while their writing activity was recorded using Inputlog. Process indicators including active writing time, pause duration, revision activity, and production bursts were analyzed alongside the quality of the final texts. The findings revealed clear differences in writing profiles among participants. Writers who produced higher-quality texts demonstrated greater active writing time, shorter pause durations, and more frequent revision activity, whereas longer pauses and reduced revision behaviors were associated with lower writing performance. The study highlights the potential of keystroke logging as a process-oriented research tool for examining cognitive writing processes in EFL contexts.