The Effect of a Peer and Self-Assessment-Based Editorial Study on Students’ Ability to Follow Spelling Rules and Use Punctuation Marks Correctly

Abstract

skills are defined as an individual's efficacy in self-expression, ability to communicate in social life, and capacity for academic success at a later age (Tavşanlı, 2019). In addition, it is known that cognitive development, creative and critical thinking, research and problem solving skills, phonological awareness, recognition of words, reading comprehension, and using language operate at a higher level in individuals that have good writing skills (Aram 2005; Bloodgood, 1999; Shatil, Share & Levin, 2000). Because in the writing process, many cognitive skills come into play in a collaborative fashion. These processes usually require high-level thinking and skills to apply thoughts. In turn, this enables the development of many mental skills. Writing instruction and process-based writing Writing instruction is the product of a mental process that has changed over time to a structure that cares about the process, rather than the product (Lee, 2020). Accordingly, in this process, it is necessary for students to receive feedback before, during and after writing. During the writing process, it is important for the students to offer their opinions about their writings, receive feedback from teachers and their friends, and be encouraged to review and rewrite their work in order to improve their writing skills (Patchan, Schunn & Correnti, 2016). The majority of students tend to find writing activities boring and difficult because writing is the hardest skill to acquire and develop (Tavşanlı, 2018). Since writing involves the three basic mental processes of planning, drafting and reviewing, these tasks that need to be performed in these processes challenge students cognitively. In reviewing, which is the last stage of the process, it is necessary for students to read their work, find errors, and evaluate the whole text. Then, the text is rewritten in response to the outcome of the review (Schuldt, 2019). In process-based writing instruction, there are five stages that highlight the process, namely pre-writing, drafting, revising, editing, and publishing (Graham & Harris, 2017). In the prewriting, the subject to be written is decided, research is done about the writing subject, and the paper's plan is drawn. In the draft stage, the first version of the paper is presented. In the revising part, the paper is examined both contextually and formally. In the editing, the detected errors and deficiencies are corrected, and the writing is rewritten. In the sharing part, it is ensured that the papers meet with a specific audience. These steps must be performed in order to establish an effective outcome in the form of a writing. In particular, the revising, feedback and editing stages are of great importance in increasing writing success (Vattoy, Gamlem & Rogne, 2020). Revision and editing in writing Revision and editing are considered as the most important stage of the process-based writing approach and many writing learning theories (Schuldt, 2019). This stage starts with the re-reading of the texts the student has written, and ...

The impact of automated writing evaluation (AWE) on EFL learners’ peer and self-editing

“…The results yield no significant difference between the experimental groups. This finding is in tune with the Elola and Oskoz's (2010) study in terms of overall improvement and with Tavşanlı and Kara's (2021) study in terms of spelling and grammar improvements.…”

“…These results can be attributed to the help of the software. These results are supported by different studies such as Wang and Wang's (2012), Wang et al's (2013), Li and Hegelheimer's (2013), and Tavşanlı and Kara's (2021). These studies found improvement in the post-test scores for both the automated editing.…”

“…Cautions were directed by researchers that future use of the three-flip technology should be accompanied by proper training on technology use as well as proper guidance for the editing processes. Tavşanlı and Kara (2021) compared self-editing to peer editing of 60 Turkish, fourth-grade students with relevance to achievement in following spelling and punctuation rules. Their research design was a mixture of qualitative and quantitative aspects.…”

Exploring the Impact of Punctuation Usage on Students’ Writing Skills

“…The experimental data showed an incredibly easy contingency contracting intervention to aid students who have difficulty writing while producing a text to enhance punctuation performance. Another study found that using spelling standards and punctuation correctly can be improved by using Peer and Self-Assessment-Based Editorial studies (Tavşanli & Kara, 2021).…”

Digital Support for Teaching Punctuation in Academic Writing in English

“…Errors in the written text are likely to lead them to form a negative impression. When researchers examine writing skills, as a rule, they consider and evaluate them as a complex phenomenon (Graham & Harris, 2011;Hardman & Bell, 2019), and few studies are devoted separately to the spelling rules and to the use of punctuation marks (Al-Tamimi, 2018;Ali et al, 2020;Tavşanlı & Kara, 2021).…”