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Abstract
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Clarifying the mechanical roles of executive functions in L2 writing revision deepens the theoretical understanding of how cognitive regulation mediates the interplay between formulation and evaluation. By integrating predictive modeling with writers’ articulated processes, this study specifies the pathways through which inhibition, shifting, and updating shape pre-contextual and contextual revisions, reframing disfluencies as adaptive regulatory strategies rather than deficiencies.
Methodologically, this multi-method integration of standardized executive function tasks, keystroke logging, and stimulated recall provides greater explanatory depth than unimodal designs by simultaneously capturing cognitive capacity, real-time behavior, and metacognitive rationales. It overcomes the interpretive limitations of purely observational data and establishes a replicable framework for examining cognitive-writing process interfaces.
The findings have clear practical applications for L2 writing pedagogy and assessment. They provide guidance for designing interventions that enhance self-regulated revision strategies in academic L2 contexts. Task-specific patterns can inform instructional design, for instance by sequencing integrated writing prompts to better leverage updating demands or by incorporating targeted inhibition training to decrease excessive pre-contextual focus on form. These insights also enable more process-oriented assessment and feedback that align with the cognitive demands of high-stakes L2 writing environments.
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