The effect of planning time on cognitive processes, monitoring behavior, and quality of L2 writing

This article reports on a study in which stimulated recall data and quantitative measures of complexity, accuracy and fluency (CAF) were used to address three interconnected questions in different planning conditions: (1) how learners share their limited attentional capacity with different cognitive processes of ‘planner/proposer’, ‘translator’ and ‘evaluator/reviser’, (2) what kinds of self-repairs are more prone to be utilized by L2 writers,...