Book Review: Think Aloud Protocols in Second Language Writing: A Mixed-Methods Study of Their Reactivity and Veridicality

Abstract

The challenge of teaching writing, particularly for students in their second language, often stems from the complexity of translating thoughts into written words and ensuring the product aligns with the task given. This predicament prompts English Language Teaching (ELT) teachers to explore various strategies to enhance the effectiveness of their instructions. One potential strategy for improving classroom approaches is through observing verbal reports made by the students, either as they complete a task (also called concurrent reporting or think-aloud protocols) or after completing the task (also called retrospective reporting) (Güss, 2018). This method allows insight into the cognitive processes of participants and, when triangulated with other data, can offer valuable information to teaching practices in the classroom.