Graphic Symbols as Mediation for Self-Regulation in the Processes of Revision

Abstract

The present study explores second language writers' use of graphic symbols as semiotic mediation in the processes of their self-revisions and peer revisions of their written compositions within the framework of sociocultural theory and social cognitive theory. Writers use graphic symbols as one of means for self-regulation or writing strategies (Villamil & Guerrero, 1996; Zimmerman & Kitsantas, 1999). The present study considers graphic symbols as semiotic resources for problem solving. The meaning of semiotic mediation (signs) is the key to self-regulation in cognitive processes such as language learning or writing. Participants were 24 Japanese university students of English as a foreign language (FL). I analyzed the data: (a) the think-aloud protocols of participants' self-revisions; (b) transcription of their discussions during peer revisions; and (c) stimulated recall interviews with them. Among all the participants (N=24), 6 students (25%) used graphic symbols in their revisions. The qualitative data of the study demonstrated students used some graphic symbols as semiotic mediation of revision in self-revisions and mediation of communication in peer revisions. The different use of graphic symbols can be explained by cognitive writing theory. Graphic symbols show that students noticed gaps between their interlanguage and the norms of the target language.