Survey on the Self-revision in English Writing of Senior High School Students

Yi Liu

doi:10.54691/rg6sjy36

Authors

Yi Liu

DOI:

https://doi.org/10.54691/rg6sjy36

Keywords:

Self-revision in English Writing; High School Students; Affective Factors.

Abstract

With the development of curriculum reform, English teaching attaches greater importance to students’ micro-skills about writing, such as conceiving, outlining, and revising. Meanwhile, the application of self-revision skill runs through the entire process of writing, and profoundly affects students’ composition quality and writing skills. Therefore, exploring the current situation of self-revision in English writing of high school students is of great theoretical and practical significance. This study mainly discuss those questions: (1) What are the emotional factors involved in high school students' self-revision of English writing? (2)What is the level of metacognitive knowledge about self-revision in English writing among high school students? (3) What are the characteristics of self-revision behavior in high school students' English writing? (4) What is the correlation among the emotional factors of self-revision, metacognitive knowledge of self-revision and self-revision behavior in high school students' English writing? This study will use the method of literature review, questionnaire, text analysis and interview to investigate the current situation of self-revision in English writing of high school students. The questionnaire survey will conduct on 100 students in a senior high school. Then, the students’ original and revised manuscripts were analyzed and representative respondents were selected and interviewed. The results of the study: High school students' self-revision of English writing is influenced by various emotional factors, such as anxiety, confidence, and motivation. Additionally, the level of metacognitive knowledge about self-revision in English writing among high school students varies, with some students possessing a deeper understanding of the process while others may struggle to effectively self-revise. Furthermore, the characteristics of self-revision behavior in high school students' English writing include attention to grammar, organization, and coherence, as well as the ability to seek and incorporate feedback. Finally, there is a correlation among the emotional factors of self-revision, metacognitive knowledge of self-revision, and self-revision behavior in high school students' English writing, indicating that students' emotional state and understanding of self-revision impact their actual self-revision practices.

Downloads

Download data is not yet available.

References

Albert W. Li,.(2023).Using Peerceptiv to support AI-based online writing assessment across the disciplines.Assessing Writing.

Allal, L., Chanquoy, L., & Largy, P. (2004).Revision cognitive and instructional processes Dordrecht: Springer Netherlands, 1-7.

Barkaoui, K.(2016). What and when second-language learners revise when responding to timed writing tasks on the computer: The roles of task type, second language proficiency, and keyboarding skills. Modern Language Journal 100(1), 320–340.

Coomber, M.(2016). Promoting self-directed revision in EFL writing classes. TESL-EJ (3), 1-19.

Devine, J., Railey, K., & Boshoff, P. (1993). The implications of cognitive models in L1 and L2 Writing. Journal of Second Language Writing(3), 202-225.

Diab, N. M. (2016).A comparison of peer, teacher and self-feedback on the reduction of language errors in student essays. System (57), 55-65.

Edge, J. (1989).Mistakes and correction. London/New York: Longman, 24-27.

Faigley, L., & Witte, S. (1981). Analysing Revision College Composition and Communication 32(4), 400-413.

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist (10), 906-911.

Judy, S. N., & Judy, S. J. (1981). An introduction to the teaching of writing. Illionois: Scott Foresman Company,16.

MacArthur, C. A., Philippakos, Z. A., & Ianetta, M.(2015). Self-regulated instruction in college developmental writing. Journal of Educational Psychology 107(3), 855–867.

Muncie, J. (2000). Using written teacher feedback in EFL composition classe. ELT Journal (1), 47-53.

Oxford, R. L., & Burry-Stock, J. A. (1995). Assessing the use of language learning strategies worldwide with the ESL/EFL version of the Strategy Inventory for Language Learning ( SILL) . Systemn23(1), 1-23.

Polio, C., Fleck, C., & Leder, N. (1998). “If I only had more time”: ESL learners' changes in linguistic accuracy on essay revisions. Journal of Second Language Writing (1), 43-68.

Purpura, J. E.(1997). An analysis of the relationships between test takers: Cognitive and metacognitive strategy use and second language test performance. Language Learning (2), 289-325.

Faigley, L., & Witte, S. (1981). Analysing revision. College Composition and Communication(4), 400-413.