Studies on Revision Outcomes in Writing Classrooms

This chapter begins with an introduction to the operationalisation of revision, illustrating its two-fold nature as both an internal activity involving a mental representation of text and an external activity consisting of modifying text already being produced. It then reviews categorisation models of revision outcomes, which serves as a basis for researching revision in writing classrooms. The last section reviews similarities and differences in revision outcomes between L1 and L2 writing, arguing that revision in L2 writing necessitates a wider range of metacognitive knowledge about text revision and higher levels of self-efficacy for revision than in L1 writing.