Few studies have explored the writing behaviours and text quality of non-alphabetic writers. 

The relationship between writing processes and writing products has received increased attention in recent years. Yet, few studies have explored the writing behaviours and text quality of non-alphabetic writers. In Hong Kong, students’ writing ability is a critical concern in Chinese Language education, and searching for ways to improve their writing is considered crucial. This study intends to fill these gaps by adopting Kellogg’s (1996) writing model as a theoretical basis. Specifically, the study investigates the extent of pausing and revision behaviours in Chinese L1 writing in relation to text quality. In addition, the study examines the changes in L1 Chinese users’ writing in terms of writing processes and text quality over an academic year. 

A mixed-method longitudinal panel design is adopted. Sixty Secondary 1 students in three secondary schools in Hong Kong will carry out two essays writing task at three-time points (i.e. beginning, middle and end of the academic year). While participants are writing, their handwriting is recorded by the software Eye and Pen 3 to capture their pausing and revision behaviours. Participants also take part in a stimulated recall session after completing the writing task at different time points, prompted by the recording of their writing behaviours. The resulting recordings of handwriting and stimulated recall data are analysed and triangulated to gain insights into the writers’ cognitive processes throughout the writing task. The text quality of the writing products is also assessed. 

The study will enhance understanding of the longer-term development of L1 Chinese learners’ writing competence and is one of the first attempts to investigate writing processes in a nonalphabetic language. The findings will provide implications for theoretical models of writing and writing instruction.