| This is a qualitative study of revision strategies used by Chinese-speaking graduate students in their academic writing in English, their second language. In addition, the study explores factors that may influence the second language (L2) revision process such as the influences of cultural, educational and personal background. Multiple research methods, observations, interviews, and document collection, were used in data collection. Supplementary methods, such as e-mail contacts and casual conversations were also used to assist data collection owing to the complexity of the research. Six Chinese graduate students from mainland China, four at Queen's University, Canada, two at Nankai University, China, participated in the study for approximately five months.;Data analysis revealed that the L2 writing/revising process at the graduate level is a complicated process. Although it mostly shares similarities with the first language (L1) writing/revising process, it is distinct from L1 writing in details owing to its specific constraints such as L2 writer, L1 audience, L2 texts, and L2 or L1 context. Data also demonstrated that Chinese L2 learners are not only able to transfer strategies that have developed from their L1 writing practice, but are also able to adapt themselves to new writing tasks in L2. Factors that are related to L2 learners' educational, cultural, and personal background may influence their writing/revising process. Exploration of these factors also has implications for L2 instructors and researchers. |
