Unlocking the core revision of writing assessment: EFL learner' emotional transformation from form focus to content...

The process of revising writing has provided valuable insights into both learners' written output and their cognitive processes during revision. Research has acknowledged the emotional dimension of writing revision, yet no studies have delved into models that connect all of these domains. Given the interplay between these domains, it is crucial to explore potential associations between writing revision and writing quality in terms of emotions.

This study aims to shed light on the emotional shifts that occur as learners transition from a focus on form to an emphasis on content, refining fundamental aspects of writing revision, and investigating potential challenges and strategies.

A total of 320 Chinese-speaking learners (188 female and 132 male) participated in weekly writing classes. We used subsequent investigation aimed to probe the specific writing revision practices contributing to both form and content revisions and semi-structured interview from collection, representation, marking, and stimulated recall to elicit participants' perspectives on various aspects, including the number of writing revisions, recurring errors, emotional processes, efficacy of writing revision, cognition of writing revision, attitudes towards writing revision, and emotional changes.

The findings reveal a positive correlation between writing revision and the quality of writing. EFL learners' rationale for revising centered on the imperative need to address new structural nuances or incorporate additional elements such as vocabulary, spelling, and punctuation. Additionally, form revision garnered significantly lower scores compared to content revision. Finally, EFL learners deduced the form revision governing target content through repeated revisions of the manuscript throughout the time points.

The results indicate that the outcomes of form-focused revision or content-oriented approaches are linked to the quality of writing and contribute to the development of writing skills. Moreover, psychological processes assist English as a Foreign Language (EFL) learners in enhancing their self-efficacy in language acquisition.

This study contributes to the existing body of knowledge by highlighting the importance of understanding the emotional dimensions of writing revision. The practical implications of these findings extend to both learners and educators, offering insights into how to enhance self-efficacy in language learning and teaching.