Global temporal typing patterns in foreign language writing: exploring language proficiency through recurrence quantification analysis (RQA)

authored by: Lisa Haake, Sebastian Wallot, Monika Tschense, Joachim Grabowski
Abstract: Recurrence quantification analysis (RQA) is a time-series analysis method that uses autocorrelation properties of typing data to detect regularities within the writing process. The following paper first gives a detailed introduction to RQA and its application to time series data. We then apply RQA to keystroke logging data of first and foreign language writing to illustrate how outcome measures of RQA can be understood as skill-driven constraints on keyboard typing performance. Forty native German students performed two prompted writing assignments, one in German and one in English, a standardized copy task, and a standardized English placement test. We assumed more fluent and skilled writing to reveal more structured typing time series patterns. Accordingly, we expected writing in a well-mastered first language to coincide with higher values in relevant RQA measures as compared to writing in a foreign language. Results of mixed model ANOVAs confirmed our hypothesis. We further observed that RQA measures tend to be higher, thus indicating more structured data, whenever parameters of pause, burst, and revision analyses indicate more fluent writing. Multiple regression analyses revealed that, in addition to typing skills, language proficiency significantly predicts outcomes of RQA. Thus, the present data emphasize RQA being a valuable resource for studying time series data that yields meaningful information about the effort a writer must exert during text production.
Organisation(s): Institute of Psychology
Type: Article
Journal: Reading and writing
Volume: 37
Pages: 385-417
No. of pages: 33
ISSN: 0922-4777
Publication date: 02.2024
Publication status: Published
Peer reviewed: Yes
ASJC Scopus subject areas: Neuropsychology and Physiological Psychology, Education, Linguistics and Language, Speech and Hearing
Electronic version(s): https://doi.org/10.1007/s11145-022-10331-0 (Access: Open)
https://doi.org/10.15488/14661 (Access: Open)