Though essay writing is an essential part of postsecondary education, it can be challenging for second language learners, who are required to organize ideas coherently in a language which they have not fully mastered. The present study examined perceptions of draft-writing by students who speak Arabic as their first language and Hebrew as their second language (SL) compared with students who are native Hebrew speakers (FL), in an online formative feedback setting. We also investigated the relation between students’ perceptions towards draft-writing and their academic procrastination. Results pinpoint three major findings: (1) FL students were more likely than SL students to perceive draft-writing as a reasonable way of learning; (2) SL students displayed less positive perceptions of draft-writing than FL students in their first year in college but more positive perceptions in the second year onward; (3) SL students’ procrastination as self-regulated failure was higher during their first year of study than that of FL students. It is suggested that first-year SL students might face a language barrier and difficulties in adapting to academic requirements which prevent them from taking advantage of online assistive devices to improve their grades.

尽管论文写作是高中教育的重要组成部分，但对于第二语言学习者来说却是一个挑战，因为他们需要以一种他们尚未完全掌握的语言来连贯地组织思想。本研究在在线形成反馈中，比较了以阿拉伯语为第一语言和以希伯来语为第二语言（SL）的学生与以希伯来语为母语的学生（FL）相比，对草稿的看法。我们还研究了学生对草稿的理解与他们的学术拖延之间的关系。结果明确了三个主要发现：（1）外语学习的学生比外语学习的学生更有可能将草稿视为一种合理的学习方式；（2）与大一学生相比，与大一学生相比，大四学生对草稿写作的正面评价要低，但从第二年起，大学生对草稿写作的评价较正面；（3）在学习的第一年中，自律学生因自我调节失败而拖延的时间要比外语学生高。建议一年级的SL学生可能会面临语言障碍和适应学术要求的困难，这会阻止他们利用在线辅助设备来提高他们的成绩。