A Study on the EFL Young Learners' Error Revision Processes in Written Instruction

This research looks into the revision processes of young learners of English as a Foreign Language (EFL) through both pilot and experimental studies. The pilot study comparatively analyzed the error revision strategies in children and adult English learners; the variable relationship of the level of error correction and results of written works of young English learners in rst were used for data analysis. The results of the pilot study show that young EFL learners use a high percentage of revision strategies in terms of sentence and theme correction, whereas adult EFL learners have high rates of revision strategy use in terms of words and phrases. When using words and phrases, young English learners utilize a higher number of deletion and reordering strategies than the adult English learners while adult learners frequently substitute and add words and phrases as a means of error correction. As for the language rule-based approach to esponse to different forms of teacher revisions were compared and analyzed in the experimental study. The t-test, F-test and Duncan,s multiple comparison terevision, the results of the experimental study show no statistical significance in the variation of error correction and results of English written works of young EFL learners. Although the intentionality-based approach to revision did not give statistically meaningful results in terms of error correction of young English learners, the quantitative increase for high results of English written works show statistical significance. As teacher revisional activities based on student intentionality are more effective than language rule-based teacher corrective activities for young EFL learners, it needs to be said that some writing tasks in the English textbooks should be made with the intentionality-based approach to revision in mind.