Authors: Richard Anthony O’Donnell and Laphatrada O’Donnell
This study aimed to find out if engagement with L2 writing strategies and revision tasks in class journals would reduce common Non Correct Forms (errors and mistakes) in student essay writing. The study followed a quasi-experimental, before and after design with a control group and an experimental group. The experimental group engaged with a treatment, a semester long involvement with revision tasks in their class journals. The research questions were:
1 Before the treatment, was there a significant difference between the two groups in number of errors and mistakes (NCFs)?
2 After the treatment, was there a significant difference in the number of NCFs between the two groups?
3. Before and after, was there a significant difference in the experimental group?
An error analysis was completed before and after the treatment. An SPSS independent sample t test showed there was no overall significant difference between the control group and the experimental before the treatment. Overall, there was a significant difference between the control group and the experimental group after the treatment (p = 0.000). Moreover, there was a significant difference in the experimental group before and after the treatment (p= 0.000), highlighting three areas of improvement: missing verb to be, part of speech, and near synonym. Engagement with revision tasks may have helped students to ‘notice’ their NCFs.
Keywords: L2 writing revision, journals, L2 writing strategies