Writing today has become an important medium of interpersonal interaction and an essential competence in the field of work and studies. This fact gives grounds for reconsidering the significance of this skill and highlights the need of improvement in its instruction. The work presents a study exploring two Bulgarian students’ writing through the use of the think-aloud method in EFL instruction for developing their writing skills by focusing on their approach to a foreign language writing task. The goal was to examine both students’ writing processes and strategy use and stimulate them to reflect on their writing. The think-aloud protocol analyses provide insight on the influence of various factors on students’ writing processes such as their individual characteristics and writing habits, the role of L1 use in composing in a foreign language, the choice of a writing medium.
Citation: Gergana Gerova (2022) The Think-Aloud Method in EFL Writing: A Study with Two Bulgarian Students, British Journal of Education, Vol.10, Issue 12, pp 47-59
Keywords: EFL writing, protocol analysis, students’ writing processes, think-aloud method, verbalization
