Impact of analytical text revision experiences on students’ writing process and success

Abstract This study examined the detrimental effect of students’ excessive focus on surface-level mechanical corrections, which compromised textual coherence and meaning construction. An action research design was applied with mixed methods data collection and analysis. All the students who had been attending the class were took part as a sample of the study. The study evaluated the impact of a structured three-week analytical revision intervention targeting content development, organizational coherence, language accuracy, and idiomatic expression. Pre-intervention results revealed fragmented and semantically weak texts due to predominant mechanical revision. Post-intervention analyses indicated significant improvements across all dimensions of writing: overall writing quality increased from M = 19.51 (SD = 2.42) to M = 27.52 (SD = 1.73), organizational coherence from M = 15.60 (SD = 2.15) to M = 18.75 (SD = 0.83), idiomatic expression from M = 15.46 (SD = 2.06) to M = 18.22 (SD = 1.04), and language use from M = 18.76 (SD = 1.63) to M = 22.23 (SD = 1.77). All dimensions of writing were statistically significant at p < 0.5. These findings affirm that analytical revision substantially enhances higher-order writing skills, underscoring the imperative for pedagogical strategies that foster comprehensive revision practices to improve writing quality.