The Differential Effect Of Two Types Of Revisions On English Writing Accuracy: Individual Vs.collaborative Processing Of Written Corrective Feedback

From the perspectives of interaction hypothesis,cooperative learning theory and sociocultural theory,this study is designed to investigate whether there are any differences in revision behavior and writing accuracy between individually and collaboratively revised texts,and whether there are any differences in the attitudes towards the individual and collaborative revision.156 Grade One students in a senior high school participated in four-time writing tests in an 8-week writing revision experiment.These students were divided into three groups,including the self-revision group,the pair-revision group,and a control group.Teachers used error codes to correct students’ essays,and then students were required to process written corrective feedback(WCF)individually or collaboratively.The research questions are as follows.(1)What are the differences in revision behavior between self revision group(SRG)and pair revision group(PRG)when processing WCF ?(2)Does the learners’ revision with WCF contribute to writing accuracy development? If so,are there any specific differences in linguistic accuracy development between the individual revision group and the collaborative revision group?(3)What is students’ attitude toward the individual and collaborative revision methods?The results showed that(1)in terms of the revision behavior,the students in the SRG and the PRG had more correct revision than incorrect revision and non-revision.And the percentage of correction revision gradually raised,while the percentage of incorrect revision and non-revision decreased over time.Furthermore,the students in the PRG behaved slightly better than that of the SRG.Word choice and sentence structure-related revision were dominant in the revision behavior among six categories of errors.(2)The learners in the SRG and the PRG had significant improvement in overall writing accuracy,while the control group did not.The student in the SRG and the PRG made progress in accuracy on verbs,sentence structure,part of speech,noun endings,and spelling.And the greatest development occurred in spelling.But the students in both groups were different in the error distribution.The students in the PRG had development in word choice,while the SRG did not.(3)The results of the interviews indicate students in both the SRG and the PRG showed a positive attitude toward the WCF with error codes,as well as individual and cooperative revision.