L1 Use in the L2 Composing Process: An Exploratory Study of 16 Chinese EFL Writers.

By Wenyu Wang, Qiufang Wen. 2002

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Thai EFL Students' Writing Errors in Different Text Types: The Interference of the First Language (2012, background): “According to Wang and Wen (2002), L2 writers obviously get stuck when writing in the target language (TL) because their mother tongue majorly affects the use of the second language; consequently, they may at times combine the systems of the two languages in their L2 writing, which is called…”
Learning Strategies in Reading and Writing: EAP Contexts (2004, background): “Earlier research into Chinese learners’ use of L1 and L2 in writing (Wang and Wen 2002) also revealed lower amounts of L1 use in the writing process as learners’ levels of English improved.”
Exploring Students’ Perceptions of ESL Writing (2011, background): “The issue whether second language student writers attempt to think directly through the second language (L2) or through translating from the first language (L1) while composing a text generated some interesting research (Weijen et al., 2009; Wang and Wen 2002; Cohen and Brooks-Carson, 2001).”
Research Into Chinese Efl Learner Strategies: Methods, Findings and Instructional Issues (2003, methodology): “Think-aloud protocol analyses (either concurrent introspective or retrospective think-out-loud method) (e.g. Goh 1998; Gu 1994; Wang and Wen 2002; Yu 1999; L. Zhang 1999) 4.”