From periphery to center: the emotional sequence of cognitive revision in L2 writing

While peripheral self-proofreading (e.g., grammatical correction, spelling checking, and word deletion or addition) has been recognized as important in writing, little attention has been given to central revision (e.g., cognitive processing, critical thinking, and emotional sequencing), which can support the simultaneous assessment of the emotional sequence of writing. In this study, we observed the revision process of 113 students in secondary school aged 15 to 18 using an inputlog observation to assess emotional sequence. Our findings suggested that emotional sequence in central revision could be observed through four indicators: language proficiency, discourse coherence, perceptual pathway, and perceptual processing. Furthermore, we found that there were preferences for emotional sequence of revision based on writing proficiency. These findings have significant implications for accurately developing central revision in L2 writing to improve the effectiveness of writing revisions and achieve the simultaneous process of language cognition based on emotional sequence.