Unlocking the core writing revision: EFL learner’ emotional transformation from form focus to content orientation

Backgrounds:Writing revision has yielded several key insights into both learners' written products and their cognitive processes during revision. Purpose:This study aims to illuminate emotional transformations as learners shift from form focus to content orientation, refining core aspects of writing revision, and exploring potential obstacles and strategies. Methods: A total of 320 learners (188 female and 132 male), all Chinese speakers, participated in weekly writing classes. Results: Results show a favorable association between writing revision and writing quality. Conclusions:The findings suggest that outcomes of form revision or content orientation are associated with writing quality concerning the development of writing development, and psychological processes help EFL learners improve self-efficacy in language acquisition. Implications: This research enhances the existing body of knowledge by emphasizing the significance of comprehending the functions of writing revision in an emotional regard. These findings have practical implications for both learners and educators to improve self-efficacy in language learning and teaching.