A Temporal Analysis of Formulation Processes in L1 and L2 Writing

This cross‐sectional study used verbal protocol analysis to compare the temporal distribution of formulation processes of Spanish EFL writers composing L1 and L2 argumentative texts. We studied three groups at different levels of L2 proficiency. Results showed the same total formulation time regardless of whether participants wrote in L1 or L2. L2 proficiency, however, affected times. Higher‐proficiency participants devoted less time to formulation, concentrated formulation in the central stages of composing, and increased the interaction between formulation and other subprocesses. Fluent formulation was twice as common as problem‐solving formulation when writing in L2 and five times as common in L1; these ratios appeared to be invariant across proficiency. Theoretical and methodological implications for the study of L2 writing processes are discussed.