From Periphery to Center: The Emotional Sequence of Cognitive Revision in L2 Writing Assessment

Abstract

Peripheral self-proofreading activities, such as grammatical correction, spelling checks, and word modifications, have traditionally been viewed as essential components of writing feedback. However, central revision tasks—including cognitive processing, critical thinking, and emotional sequencing—have received insufficient attention. These central revision activities are crucial for assessing the emotional flow of writing. This study seeks to explore central revision processes to uncover authentic issues faced during writing tasks. We analyzed the revision processes of 113 college students, aged 19 to 22, using Inputlog Version 6 software to evaluate emotional sequences based on 4,629 revision traces. The study revealed that emotional sequences in central revision could be identified through four key indicators: language proficiency, discourse coherence, perceptual pathway, and perceptual processing. We also observed that nuanced emotional sequences were associated with higher writing proficiency. These findings have significant implications for enhancing central revision practices in second language (L2) writing, aiming to improve the efficiency of writing revisions. They also provide valuable guidance for both educators and students, highlighting the importance of emotional sequencing in the writing process.