Peer Correction: The Key to Improve the Iranian English as a Foreign Language Learners’ Productive Writing Skill

Behin, Bahram; Hamidi, Somayye

doi:10.1016/j.sbspro.2011.10.206

Cited by 8 publications

(8 citation statements)

References 3 publications

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“…To sum up, it can be said that the peer corrections in this discussion could help the students to develop their writing. It is supported by Behin and Hamidi (2011) who explain that peer correction is beneficial in increasing the writing skill of the students.…”

Section: Resultsmentioning

confidence: 92%

Brain-based learning and high order thinking skills effect on students’ writing ability

Zuhriyah

Agustina

2020

jees

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In this study, the researchers implemented brain-based learning (BBL) model and the use of the students’ high order thinking skills (HOTS) in the teaching and learning of writing. The aim of this study was to know whether or not there was an interaction effect between teaching models and students’ HOTS on the students’ writing ability. This experimental research used a 2x2 factorial design. Two classes of the fourth semester of English Language Department became the population and the sample in this study. The students in both of the classes were divided into the students with high and low HOTS. Then, the experimental class was taught writing by using BBL and the control class used guided writing. Next, the data got from the writing test were calculated by using a two-way ANOVA. The result showed that Fo interaction (10.160) was higher than Ft (4.15) at the level of significance α=0.05. It means that there was an interaction effect between teaching models and students’ HOTS on the students’ writing ability. The mean score of the students with high HOTS taught by using BBL (82.44) was the highest. This brings to the conclusion that BBL and HOTS had significant interaction effect on the students’ writing ability.

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Section: Resultsmentioning

confidence: 92%

Brain-based learning and high order thinking skills effect on students’ writing ability

Zuhriyah

Agustina

2020

jees

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“…In a future study, the teacher needs to give more emphasis on these self-review and peer-review. The teacher may need to remind the students that they could learn from their peers and that the benefits applied to both the giver and receiver of the feedbacks (Behin &Hamidi, 2011, andRouhi &Azizian, 2013), and that teacher and peer feedback had their own roles (Miao, Badger, and Zhen, 2006).…”

Section: Discussionmentioning

confidence: 99%

“…Peer's feedback increased student's autonomy while teacher's feedback led to improvement in writing. However, if the goal is to enable students to write publishable articles, what is crucial in the writing process is peer cooperation, as writing can be viewed as an interaction between individual authors and peers, whose benefits were shown to apply to the receiver (Behin & Hamidi, 2011), as well as to the giver (Rouhi & Azizian, 2013). Minerich (2001) argues that a publication project offers stimulating challenges for the students.…”

Section: Literature Reviewmentioning

confidence: 99%

Getting Students to Write English Articles for Publication: Student Writers’ Responses

Suwarno

Arasuli

2018

Int. J. Appl. Linguist. Engl. Lit.

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There has been a scarcity of writing instruction that aims to enable EFL students to write English articles for publication. This study aims to fill out the gap by developing a procedure for such an instruction and exploring student writers' responses to the procedure. The design was descriptive, within the context of project-based learning. The subjects comprised some students of an English program at a public university in Bengkulu, Indonesia. Sampling was purposive and included 2 groups. The instrument was a questionnaire. The result showed that the subjects generally agreed to the steps for the writing instruction. The benefit levels of instructor's activities were generally viewed as high; however, the benefit levels of students' activities were perceived from low to high. Skills cultivated in the instruction were viewed as transferable to other tasks. The students wanted the final drafts to be directly processed by the editor prior to publication. Adequacy of access for electronic source was high while that of print source was moderate. The students expected that reference tools were provided by the institution. Students' overall productivity was low. Further study is recommended to refine the instruction.

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“…Research into peer correction has addressed its role and positive impact on student writing for the past few decades. Due to its facilitative function in improving student writing, peer feedback has become increasingly popular in second and foreign language writing classes (Fan & Xu, 2020).While the findings of previous research have shed some light on the aspects of student engagement with peer feedback (e.g., Fan & Xu, 2020; H. T. Nguyen, 2016), learners" attitudes (Pham, 2015), the effects of peer correction (Behin & Hamidi, 2011;Cao, 2012), little research has been done to investigate teachers" beliefs about students" peer correction at postwriting stage in letter writing, especially, in the teaching and learning contexts in the Mekong delta, Vietnam. This present study, therefore, fills the gap.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Beliefs about the Impact of Students’ Peer Correction at Post-Writing Stage on Letter Writing

Nguyen

2021

IJSMS

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This paper reports a descriptive study to examine English as a Foreign Language (EFL) teachers beliefs about the impact of students’ peer correction at the post-writing stage (PWS) on students’ writing performance in letter writing. This paper draws on data collected as part of a larger project including questionnaire and semi-interviews. The findings reveal that teachers held positive beliefs about the impact of students’ peer correction on students’ letter writing performance. Implications for practical applications of students’ peer correction are also presented.

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Peer Correction: The Key to Improve the Iranian English as a Foreign Language Learners’ Productive Writing Skill

Cited by 8 publications

References 3 publications

Brain-based learning and high order thinking skills effect on students’ writing ability

Brain-based learning and high order thinking skills effect on students’ writing ability

Getting Students to Write English Articles for Publication: Student Writers’ Responses

Teachers’ Beliefs about the Impact of Students’ Peer Correction at Post-Writing Stage on Letter Writing

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