Effects of Different Editing Methods on EFL Writing Quality : What Do the Students Think?

Abstract

The purpose of this study was to explore EFL students' views on four different editing methods: editing based on direct teacher correction, editing based on teacher's uncoded indication of the location of error, editing by peer feedback, and unaided self-editing. One hundred and twenty Japanese high school students rated these methods on a 5-point scale and also gave verbal comments on their advantages and disadvantages. The results indicated that the students perceived editing based on teacher's indication of the location of error the most effective, and direct teacher correction and self-editing the least effective. The students' verbal comments are examined in detail and the advantages and the disadvantages of each editing method are discussed.