Effects of peer- versus self-editing on students’ revision of language errors in revised drafts

Diab, Nuwar Mawlawi

doi:10.1016/j.system.2009.12.008

Cited by 66 publications

(29 citation statements)

References 27 publications

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“…On the one hand, peer feedback helps to promote language learner autonomy in process approach to writing (Ekşi, 2012;Yang, Badger, & Yu, 2006), create a friendly and secure environment for language learners (Sato, 2013;Yang et al, 2006), and develop learners' writing skills in subsequent writing drafts (Diab, 2010;Lundstrom & Baker, 2009). On the other hand, popular concerns about true efficacy of peer feedback relate to students' limited knowledge of the language, trustworthiness of feedback provided by peers on a wide range of errors and students' inappropriate attitude towards peer response (see Hu, 2005).…”

Section: Peer Feedback In L2 Writingmentioning

confidence: 99%

“…Overall, the above reviewed literature illustrated that the majority of prior research examined peer feedback training and practice in ESL/EFL writing contexts by employing experimental research designs (Diab, 2010;Ekşi, 2012;Lundstrom & Baker, 2009;Min, 2016;T. T. M. Nguyen, 2013; T. T. M. Nguyen et al, 2012;Ruegg, 2014Ruegg, , 2015 or a mixed methods approach (Min, 2005(Min, , 2006Yang et al, 2006;Zhao, 2014).…”

Section: Peer Feedback In L2 Writingmentioning

confidence: 99%

“…Peer feedback has been widely considered to be one of the effective strategies to facilitate teacher feedback on writing skills (Diab, 2010;Ekşi, 2012;Ferris, 2003;Nelson & Schunn, 2008;Rollinson, 2005) and to improve learners' writing skills (Berg, 1999;Lundstrom & Baker, 2009;Min, 2006). Naturally, peer feedback focuses much on learners' engagement in learning process so that it can promote the learner-centred approach.…”

Section: Introductionmentioning

confidence: 99%

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Peer Feedback Practice in EFL Tertiary Writing Classes

Nguyen¹

2016

ELT

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Peer feedback plays a pivotal role in stimulating students' participation in L2 writing, which has the potential to develop students' writing skills. The concept of metacognition has also been examined to facilitate learner writers in their learning process. As such, this study drawing upon the concept of metacognition explores the implementation of peer feedback in English as a foreign language (EFL) tertiary writing classes in Vietnam and based on the findings develops a peer feedback approach to enhance the learners' metacognition. Data were collected from semi-structured interviews with sixteen English majors and classroom observations in two English writing classes at a university in Vietnam. Content analysis of the data revealed that peer feedback was informally implemented in two EFL writing classes under study, which might suggest that few opportunities for the students to develop their metacognition could be provided in this current feedback approach. The findings also demonstrated the learners' expectations for changes in peer feedback practice in their writing classes. Thus, the study suggested a jigsaw peer feedback approach which met the participants' desires and simultaneously afforded the learners a number of opportunities to improve their metacognition in EFL writing contexts, especially in Vietnam. This study helps to extend the literature in peer feedback approach in L2 writing which is underpinned by the concept of metacognition and offers both pedagogical and theoretical implications in English language teaching (ELT).

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Section: Peer Feedback In L2 Writingmentioning

confidence: 99%

Section: Peer Feedback In L2 Writingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Peer Feedback Practice in EFL Tertiary Writing Classes

Nguyen¹

2016

ELT

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“…143-144). Though online educational spaces may privilege the development of monologues (Pena-Shaff & Nicholls, 2004), peer-to-peer interaction and review help increase collaboration, self-editing, and improved writing (Diab, 2010(Diab, , 2011Yang et al, 2010).…”

Section: Writing (Documentation) and Peer Review (Surveillance)mentioning

confidence: 99%

Peer Review and Nuanced Power Structures: Writing and Learning within the Age of Connectivism

Abrams

2013

E-Learning and Digital Media

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Through a Foucauldian lens, this article examines the affordances and constraints of an online peer-review program in four special education English language arts classes in two New York City middle schools. Data from classroom observations, teacher interviews, and online student spaces and artifacts provide insight into the technologies of power that ultimately supported the emergence of students' voices. The negotiated and disrupted power structures within the online writing space are central to the discussion of paradigmatic shifts and flexible student-driven learning opportunities.

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“…Moreover, the results could also indicate that other cognitive activities, such as peer negotiation or utilization of peer comments, are indeed significant activities in peer feedback. Note here that this study is distinguished from studies that compared the effects of self-feedback and peer feedback on revision (Connor & Asenavage, 1994;Diab, 2010aDiab, , 2010bDiab, , 2011Nakanishi, 2008) as their interest was rather in utilizing peer or self-comments.…”

Section: Introductionmentioning

confidence: 99%

The Effects of the Peer Feedback Process on Reviewers’ Own Writing

Wakabayashi¹

2013

ELT

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The purpose of this study is to determine which is more beneficial to improving learner writing: reviewing peer texts or one's own text. The study took place over one semester at a Japanese university with 51 students enrolled in two writing classes at two proficiency levels. The students at the lower proficiency level reviewed peer texts, while those at the higher proficiency level reviewed their own texts. Multiple task sheets were used in both classes for students to give detailed feedback on texts. To examine gains in writing quality, a comparative analysis was conducted on writing samples collected at the beginning and the end of the semester. A questionnaire survey was also conducted to investigate the students' perceptions towards the tasks. The results of the analysis indicated that the students who focused on reviewing their own texts made more total gains in score than did the students who focused on reviewing peer texts. On the other hand, a significant correlation was observed between score gains and perceived effectiveness of the task with the students who focused on reviewing peer texts. The pedagogical implications of the results are discussed.

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Effects of peer- versus self-editing on students’ revision of language errors in revised drafts

Cited by 66 publications

References 27 publications

Peer Feedback Practice in EFL Tertiary Writing Classes

Peer Feedback Practice in EFL Tertiary Writing Classes

Peer Review and Nuanced Power Structures: Writing and Learning within the Age of Connectivism

The Effects of the Peer Feedback Process on Reviewers’ Own Writing

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