This study purposes to examine the effects of two types of revision training (teacher feedback-aided and protocol-aided revision training) on L2 student writers’ revision and written product and quality, compared with their self-revision and also to analyze L2 writers’ perceptions on revision training through a pre- and post-training questionnaire survey. The results of the study show positive effects of both types of training; more positive effects of teacher feedback-aided revision training on the quality and product of writing, especially in less proficient writers; more significant effects of protocol-based revision training on revision frequency, content changes, and success ratio of revision, especially in less-proficient writers; and more local (content preserving) revisions triggered by teacher feedback, especially in more proficient writers. Though teacher feedback-aided revision was favored over protocol-aided revision after training, the participants’ perception on the former’s positive effects and utilization rate decreased, but their perception on the latter’s positive effects and utilization rate enhanced. The present study suggests protocol-aided revision as an alternative revision method, and different revision methods depending on the focus of revision and L2 writing proficiency.

Abstract
I. INTRODUCTION
II. PREVIOUS STUDIES ON REVISION TRAINING
III. RESEARCH METHOD
IV. RESULTS AND DISCUSSION
V. CONCLUSION
References

• Yeon Hee Choi(Ewha Womans University)