| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 364289 | Journal of Second Language Writing | 2006 | 33 Pages |
It has frequently been claimed that, in foreign language writing, attention to linguistic processes inhibits attention available for higher level conceptual processing [e.g., Chenoweth & Hayes, 2001; Whalen & Ménard, 1995]. This study examines this hypothesis for foreign language revision processes by comparing online revisions made by 22 Dutch junior high school writers when producing computer-written texts in Dutch and English (FL). This comparison is made using a multi-dimensional revision taxonomy. The study combines the use of think-aloud and keystroke-logging techniques. The relationship between different types of revisions and text quality is also considered. The results indicate that, although revisions made to linguistic elements were more frequent in FL, there was little evidence that students’ higher level revision processes were inhibited in FL writing. Little relationship was found between revision frequencies and text quality.
