Assessing the Impact of Peer Revision on L2 Writing

Villamil, Olga S.; Guerrero, María C. M. de

doi:10.1093/applin/19.4.491

Cited by 142 publications

(92 citation statements)

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“…Thus, it will become student-centered learning. In addition, as shown in Villamil and Guerrero's (1998) research, points of feedback contributed to the final version of the students' writing. Furthermore, students can learn from their classmates' work on how to focus on the topic, organize the idea, develop it into paragraphs, and many more.…”

Section: Peer Feedbackmentioning

confidence: 88%

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The Effect of Self-Selected Topic and Checklist-based Peer Feedback on Indonesian EFL Students’ Writing Ability

Sujannah

Cahyono

2017

IJELT

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It has been known that the use of self-selected topic enhances students' writing achievement. It is also known that peer feedback helps improve students' writing achievement. However, research investigating self-selected topic in combination with peer feedback is a rare undertaking. Therefore, this study aimed to investigate the effect of self-selected topic and checklist-based peer feedback on the writing ability of students of English as a foreign language (EFL). This study involved 68 eleven-grade students of Multimedia Program of a Vocational High School at Malang, a city in the Province of East Java, Indonesia. Two intact classes assigned to be experimental and control groups. The experimental group received treatment of self-selected topic and checklist-based peer feedback, while the control group did not. Pre-test and post-test were administered in the form of writing tests to both groups and the results of those tests were analyzed by using independent sample t-Test to know the effect of the treatment. The results showed that the students taught to write with self-selected topic and checklist-based peer feedback outperformed those taught without using self-selected topic and checklist-based peer feedback. Accordingly, it is recommended that English teachers consider assigning the students to write a topic of their own and using checklist-based peer feedback.

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Section: Peer Feedbackmentioning

confidence: 88%

“…Therefore, in the present study, we intended to apply self-selected topic in combination with checklist-based peer feedback. Peer feedback is chosen as an additional variable because the application of peer feedback improved the quality of the students' writing (e.g., Villamil & Guerrero, 1998;Cahyono & Amrina, 2016).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Self-Selected Topic and Checklist-based Peer Feedback on Indonesian EFL Students’ Writing Ability

Sujannah

Cahyono

2017

IJELT

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“…Those revisions were then analyzed by the teacher/researcher and an assistant who has an MA in applied linguistics. The coding scheme used to analyze the revisions was Villamil and Guerrero's (1998) List of troublesources revised. The scheme was chosen because its coverage of five aspects of L2 writing closely corresponds to the five dimensions of EFL writing described in the instructional rubric adapted from Jacobs et al's (1981) ESL Composition Profile, ranging from content to mechanics.…”

Section: Discussionmentioning

confidence: 99%

How Proficiency-Pairing Affects Students’ Peer-Mediated Revisions of EFL Writing: Three Case Studies

Wang

2015

ELT

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The present study reports on a teacher's classroom-based research into the influence of proficiency-pairing on students' peer-mediated draft revisions. Three students of an EFL writing course at a Chinese university, who formed into peer dyads with their classmates voluntarily, participated in the study. Throughout the EFL writing course, they wrote five expository essays at different time points, had their EFL writing assessed by their peers, and revised their drafts based on the peer feedback received. Results showed that 1) When two students of high proficiency formed a dyad, a high-proficiency student's peer-mediated revisions were mainly about the global aspects of EFL writing; 2) When two students of intermediate proficiency formed a dyad, an intermediate-proficiency student's peer-mediated revisions were almost evenly distributed among the global and local aspects of EFL writing; 3) When a student of intermediate proficiency formed a pair with a student of low proficiency, the intermediate-proficiency student's peer-mediated revisions mainly centered on the local aspects of EFL writing. Implications are drawn for using multiple-peer groupings and fine-tuning teacher's feedback on the writing of students of differing proficiency in the Chinese EFL writing context.

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“…Multiple studies investigating the use of group and pair work in L2 writing have focused mainly on the dimension of peer feedback and what impact learner interaction during the revision process may have on the final versions of individually written texts (e.g., Connor & Asenavage, 1994;Leki, 1990b;Nelson & Murphy, 1993;Storch, 2002;Villamil & De Guerrero, 1998;Zhu, 2001). Nelson & Murphy (1993) investigated whether or not L2 students incorporated the feedback provided by their peers into their individual writing.…”

Section: Peer Feedback In L2 Writingmentioning

confidence: 99%

The Impact of Wiki-based Collaborative Writing on English L2 Learners' Individual Writing Development

Caruso¹

2000

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Although the benefits of group and pair work in the second language (L2) classroom have been extensively studied, most documented research has focused on the use of oral tasks and spoken interaction between learners. Recently however, researchers have begun to investigate the advantages of collaboration on written work. More specifically, with the advancements in computer technology and webbased collaborative platforms like wikis, there has been a growing awareness of the educational possibilities of wikis to enhance L2 writing instruction. This study followed a pretest/posttest repeated measures design to investigate the impact and students' perceptions of wiki-based collaborative writing activities on individual writing performance. The study involved 12 university students in a TOEFL preparation course at a large university in Bogota, Colombia. Students were divided into two groups: the experimental group (n=8) engaged in a series of wiki-based collaborative writing activities and focused practice between pre and posttests, while the control (n=4) received no treatment. Two individual writing samples (pre

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Assessing the Impact of Peer Revision on L2 Writing

Cited by 142 publications

References 0 publications

The Effect of Self-Selected Topic and Checklist-based Peer Feedback on Indonesian EFL Students’ Writing Ability

The Effect of Self-Selected Topic and Checklist-based Peer Feedback on Indonesian EFL Students’ Writing Ability

How Proficiency-Pairing Affects Students’ Peer-Mediated Revisions of EFL Writing: Three Case Studies

The Impact of Wiki-based Collaborative Writing on English L2 Learners' Individual Writing Development

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