Does revision process differ across language of writing (L1 vs. FL), FL language proficiency and gender?

Drawing upon cognitive writing process theory and research, this study investigates the influence of language writing, foreign (FL) proficiency gender on revision processes 77 undergraduate students studying at an English-medium college in Oman. Their first (L1) was Arabic their FL English. The participants produced two argumentative authentic texts, one L1 FL. English assessed using Oxford Placement Test (OPT). Participants’ revisions were recorded analysed, according to measures amount, location type, via keystroke logging. results showed that vast majority both languages immediate, i.e. point inscription, focused rather than content. In addition, there consistent evidence made more they did L1. For ‘total amount revision’ ‘immediate revisions’, a interaction between proficiency. pattern indicated conflicting tendencies: (a) female appeared general be motivated make males, (b) less proficient made. By contrast, number by male not depend ‘distant’, already written text, ‘end’, after producing draft, depended solely gender. Furthermore, revealed when FL, with greater attended content revision. Findings are discussed light process-oriented research implications for teaching suggested.