![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
Abstract
This study focuses on the use of wordprocessors when revising in an EFL (English as a Foreign Language) context. More precisely, it attempts to identify the magnitude of effects of EFL writing expertise, text importance for students and computer familiarity upon the kinds of revision. University first year (advanced in computing) students were asked to write one argumentative essay. Revision time did not eventually exceed the one and half hour. Both the essay and revisions were carried out with computers (PCs). Analysis revealed that all kinds of revision changes, except micro and macrostructure ones were not significantly related to each other. Microstructure changes accounted for the highest variation and had the strongest relation with all revision changes. Meaning preserving changes accounted for the lowest variation and had the weakest relation with all revision changes. Importance of text for the students was found to be the most important and significant predictor variable for the number of changes performed. In contrast, the effects of EFL writing expertise and computer familiarity were found either non‐significant or relatively unimportant.