Abstract:
This study aimed to find out if engagement with engagement with revision tasks in class journals would reduce common Non Correct Forms (errors and mistakes) in student writing. The study followed a quasi – experimental before and after design with a control group and an experimental group. The experimental group engaged with revision tasks in their class journals. The research questions were: 1 Is there a significant difference in NCFs before the treatment between the two groups? 2 Is there a significant difference in NCFs after the treatment between the two groups? 3. Is there a significant difference in NCFs the experimental group before and after the treatment? An error analysis was completed before and after the treatment. An SPSS independent sample t test showed there was no overall significant difference between the control group and the experimental before the treatment. Overall there was a significant difference between the control group and the experimental group after the treatment (p = .001). In other words, the control group produced significantly more NCFs than the experimental group. Moreover, there was a significant difference in the experimental group before and after the treatment (p = .000), highlighting three areas of improvement: missing verb to be, part of speech, and near synonym. Engagement with revision tasks may have helped students to ‘notice’ their NCFs.