A Longitudinal Analysis of a Computer Writing Course Utilizing Editing Codes

Abstract

This study describes a computer writing course utilizing editing codes and reports the changes in student writing quality observed. Forty Japanese EFL technical college students wrote eight 1-3 paragraph essays over a 14-week period. On the first draft of each essay, teacher feedback was given in the form of editing codes, based upon which the second draft was produced. The first drafts of the eight essays were investigated in terms of (1) the total error ratio, i.e., the total number of errors divided by the total number of words multiplied by 100, (2) the error ratio of each of 26 error types, and (3) the relationship between the accuracy and fluency of writing. The expected tendency for errors to decrease was not clearly observed, except for mechanical errors. The most frequent problems observed were those involving mechanics, articles, verb pattern, verb tense, and number. No significant relationship between accuracy and fluency was observed. The implications for the classroom are discussed.