The impact of electronic response on ESL writers' revisions

Technology based second language (L2) writing is a new and emerging field. It is imperative, therefore, that researchers examine its effect and influence on the L2 writing process. Collaborative writing research exists; there has been little research, however, on technology-based collaborative writing. This study explored the relationship between e-feedback and its impact on L2 writers' revisions.; The twenty L2 writers performed writing tasks on Internet accessible computers using a web-based writing application. The researcher sought to explore how L2 writers responded and what kinds of revisions they made as a result of feedback they received.; This study was the first of its kind. There have been no studies incorporating an entirely web-based writing application allowing L2 writers to post, edit and revise writings and allow Internet visitors to read and respond to those writings. Throughout this study, the L2 writers communicated to each other, the instructors, and to any other Internet participant through the medium of writing. This database driven Internet based writing environment also provided tools for researchers and a data source for research and analysis.; This study suggests students recognize the difference between oral and electronic feedback, and that they preferred oral feedback to e-feedback. Additionally, e-feedback had a greater impact on revision than oral impact and implies that although L2 writers prefer oral feedback, its impact may be less significant than e-feedback. Equally significant is that e-feedback helped L2 writers to focus on larger blocks of writing like sentences and paragraphs more than oral feedback did. Thus, e-feedback may be the avenue L2 writers use to create macro level responses and revisions.; Web-based collaborative writing opens the door to a new form of revising and responding and offers insights into the consequence of joining traditional response to online writing and response. Recommended areas for further study in this new field of L2 writing research is also discussed.