摘要：The present study was intended to investigate differences in the kinds of higher-order and lower-order revising practices employed by less proficient and more proficient Iranian EFL learners using an ex post facto design. Moreover, it was aimed at examining if (and how) these learners' age and gender affected their revising practices. To do so, 70 EFL learners studying in Foreign Language Institutions were selected. The participants had attended language learning classes at least for two years; therefore they possessed the minimum proficiency level required for the purposes of this study. The ESL Composition Profile was used to analytically score the learners’ writings, even though the writings were also holistically scored. The collected data were then submitted to SPSS for analysis. Some statistical procedures such as MANOVA, ANCOVA, and SPANOVA were used to test the hypotheses of the study. The obtained results revealed that there were significant differences in the kinds of higher-order and lower-order revising practices employed by the students with high and low writing ability. It was also revealed that the amount of differences between high-level and low-level students’ revising practices did not change significantly after controlling for the effects of age and gender. The results of this study might have implications for teaching writing.
其他摘要：The present study was intended to investigate differences in the kinds of higher-order and lower-order revising practices employed by less proficient and more proficient Iranian EFL learners using an ex post facto design. Moreover, it was aimed at examining if (and how) these learners' age and gender affected their revising practices. To do so, 70 EFL learners studying in Foreign Language Institutions were selected. The participants had attended language learning classes at least for two years; therefore they possessed the minimum proficiency level required for the purposes of this study. The ESL Composition Profile was used to analytically score the learners’ writings, even though the writings were also holistically scored. The collected data were then submitted to SPSS for analysis. Some statistical procedures such as MANOVA, ANCOVA, and SPANOVA were used to test the hypotheses of the study. The obtained results revealed that there were significant differences in the kinds of higher-order and lower-order revising practices employed by the students with high and low writing ability. It was also revealed that the amount of differences between high-level and low-level students’ revising practices did not change significantly after controlling for the effects of age and gender. The results of this study might have implications for teaching writing.
