Written languaging, reformulation and EFL learners’ writing accuracy

Abstract

Languaging has been investigated and proved to mediate language learning and particularly has had beneficial effect on improving grammatical accuracy. This study aims to investigate whether written languaging, upon receiving reformulation after writing a composition and comparing the two versions, has any beneficial effect on intermediate EFL learners' writing accuracy in their immediate revisions. To this aim, 66 Iranian EFL learners were randomly assigned into three groups: two experimental groups (reformulation plus languaging as the experimental and reformulation as the contrast group) and one control group. The results support previous research findings on the positive effects of languaging indicating a significant decline in the number of errors both across the two writings within each group and also across the control group and experimental groups as well as between the contrast group and the experimental group. The role of reformulation alone and reformulation plus written languaging in mediating the improvement of grammatical accuracy in the writings of the learners along with theoretical and pedagogical implications will be discussed.