Inputlog for action research in writing

Traditional methods for improving writing skills primarily focus on product evaluation. However, process-oriented approaches, supported by technological tools such as Inputlog, offer new opportunities to analyse the writing process. This study examines how master’s students perceive and value the integration of process analysis through Inputlog (https://www.inputlog.net) in the context of source-based writing in an additional language (Spanish). Fourteen master’s students in professional multilingual communication participated in an action-oriented research activity, during which their writing processes were recorded using Inputlog, a keystroke logging tool that not only captures detailed data and provides insights into the dynamics of the writing process, but also serves as a tool for data collection, generating empirical evidence that supports more in-depth research into the cognitive and strategic dimensions of writing. Participants received feedback on both their writing process and final product, followed by an evaluation of the procedure through surveys and group discussions. Quantitative and qualitative data analyses, including process logs, evaluations, and open-ended responses, provided insights into their perceptions. The findings reveal that students consider process analysis valuable, as it enhances their awareness of writing strategies, time management, and metacognitive processes, such as aligning with goals and optimizing source use. The combination of process- and product-based feedback was perceived as particularly effective for improving both textual outcomes and writing skills. These results suggest that Inputlog is not only a useful tool from a pedagogical perspective, but also holds significant research potential, enabling investigators to collect and scrutinize empirical data on the underlying cognitive processes and strategic behaviours involved in writing in an additional language. Future research is recommended to focus on longitudinal perception studies across various educational contexts, as well as comparative studies with other technologies for writing process analysis.