Abstract
Expertise research spanning a variety of domains has established the central role that deliberate practice plays in developing expertise. This type of practice demands time, internal motivation, effort, feedback, and determination to surpass existing levels of performance. To leverage the rigors of deliberate practice, the two expert textbook writers who participated in this study deployed the writing processes of reviewing, writing it down, and incubating while developing textbooks for English language teaching (ELT). Data collected mainly via concurrent verbalization—whereby the participants expressed their thoughts aloud while engaged in textbook writing—and pre- and post-concurrent verbalization interviews revealed that the participants called upon these processes in purposeful ways as metacognitive strategies used to maximize writing effectiveness, with metacognition operationalized here as the participants’ knowledge and recognition of how they thought and worked. This study provides insight into how textbooks are written in practice and thus has implications for the research field of materials development; the findings also point to practical strategies that might be utilized by those who write language learning materials.
- Journal
- Journal of Writing Research
- Published
- 2020-02-01
- DOI
- 10.17239/jowr-2019.11.03.03
- CompPile
- Search in CompPile ↗
- Open Access
- OA PDF Diamond
- Topics
- Export
- BibTeX RIS
Citation Context
Cited by in this index (0)
No articles in this index cite this work.
Cites in this index (0)
No references match articles in this index.
Related Articles
-
Computers and Composition Jun 2026“Article laundry” or “tutor in pocket?”: Multilingual writers’ generative AI-assisted writing in professional settings ↗Qianqian Zhang-Wu
-
Written Communication Feb 2026Jonathan Marine; Jason Grant; Paul Rogers
-
Assessing Writing Jan 2026Unveiling the antecedents of feedback-seeking behavior in L2 writing: The impact of future L2 writing selves and emotions ↗Jia Li; Lawrence Jun Zhang
-
Assessing Writing Jan 2026Albert W. Li; Steve Graham
-
Assessing Writing Jan 2026Assessing the effects of explicit coherence instruction on EFL students’ integrated writing performance ↗Xi Li; Mo Chen