Peer Review Negotiations: Revision Activities in ESL Writing Instruction

Mendonça, Cássia O.; Johnson, Karen E.

doi:10.2307/3587558

Cited by 295 publications

(204 citation statements)

References 17 publications

Supporting

Mentioning

175

Contrasting

Unclassified

Order By: Relevance

“…Peer feedback is one of the components of social constructive learning (Vygotsky, 1962(Vygotsky, , 1978 of writing, which manifests itself in collaboratively providing and responding to peers' written comments or feedback. It offers L2 learners an opportunity to use target language in a meaningful way (Krashen, 1982), foster audience awareness (Zamel, 1982), develop writer confidence (Leki, 1990), and engage in negotiation of meaning and interaction (De Guerrero & Villamil, 2000;Mendonca & Johnson, 1994). Therefore through peer feedback students learn from each other and grow together in the journey of their L2 learning.…”

Section: Theoretical Framework Peer Feedback and L2 Writingmentioning

confidence: 99%

The effects of blog-mediated peer feedback on learners’ motivation, collaboration, and course satisfaction in a second language writing course

Zhang

Song

Shen

et al. 2014

AJET

View full text Add to dashboard Cite

This paper reported on a study of using blogs as out-of-class assignments for the development of learners' writing competence. There were 36 students of English majors from an intact second language (L2) writing class participating in this study. A mixed method design was employed to obtain both quantitative and qualitative data. The results showed that blog-based peer feedback had a statistically significant positive correlation with learners' motivation, collaboration, and course satisfaction. The findings also revealed that the feedback was conducive to learners' self-reflection and self-confidence in L2 writing and could give rise to an enhanced L2 writing experience. The study concludes that group collaborative writing via blogging can not only encourage collaboration and self-reflection but also engage learners in noticing and co-construction of knowledge. Pedagogical implications and challenges are addressed and suggestions for future research are advanced. IntroductionThe use of weblogs, more commonly known as blogs, for social communication has been growing in popularity in recent years across the globe. The number of blog users is increasing at an exponential rate each year. Take the case of China. By the end of December 2011, the total number of blog users had climbed to 319 million, an increase of 8.2% for the same time period in 2010 (Tencent IT, 2012). The active users of micro-blogs arrived at 254 million in 2011, an increase of 150.7% over 2010 (NetEase Tech, 2012). Chinese netizens are taking advantage of this novel form of communication to enjoy freedom of speech, to a larger extent, and blogs have become a crucially important avenue for the netizens to express their own views about personal interests, politics, and social issues. The same phenomenal growth of blogging can also be seen elsewhere. For instance, in the United States, an estimated number of blog readers reached 122.6 million in 2011, with a 2.5% increase over the previous year (Reese, 2012). In South Korea, most of the Internet users (89.7%) were social networking service (SNS) users, and more than 70% of these SNS users used blogs in 2011, which accounted for 84.0% of the respondents surveyed (Korea Internet & Security Agency, 2012). Obviously blogging has, at least to some extent, become part of social life for people in the digital era, without the demarcation of physical boundaries, social ideologies, race, and complexion.In the educational sphere blogs have been explored for promoting teaching and learning (Brescia & Miller, 2006;Ellison & Wu, 2008). Kim (2008) found that blogs are advantageous over traditional computer-mediated communication (CMC) applications in terms of their affordances of interactivity, openness, visualization, and decentralization. A vast multitude of other studies (e.g., Churchill, 2009;Glogoff, 2007;Halic, Lee, Paulus & Spence, 2010;Huck, 2007;Kang, Bonk, & Kim, 2011;Yang, 2009;Williams & Jacobs, 2004) have also acknowledged the educational advantages of integrating such a social media tool into the c...

show abstract

Section: Theoretical Framework Peer Feedback and L2 Writingmentioning

confidence: 99%

The effects of blog-mediated peer feedback on learners’ motivation, collaboration, and course satisfaction in a second language writing course

Zhang

Song

Shen

et al. 2014

AJET

View full text Add to dashboard Cite

show abstract

“…The results of their study revealed that a regular use of journal writing can promote the learners' motivation. Many studies have tried to find the effect of using alternative assessments in L1 and L2 instruction (see Mendonca & Johnson, 1994;Liang, 2006;). However, the simultaneous effect of self and peer-assessment in EFL students' argumentative writing performance has not been explored in the context of Iran.…”

Section: Theory and Practice In Language Studies 717mentioning

confidence: 99%

The Effects of Self- and Peer-assessment on Iranian EFL Learners' Argumentative Writing Performance

Iraji¹,

Enayat²,

Momeni³

2016

TPLS

View full text Add to dashboard Cite

Abstract-Alternative assessments have increasingly gained attention in L2 writing. One of the areas of research which has received much attention in the literature of ELT is the use of self-and peer-assessments and their effects on developing the writing ability of ESL/EFL learners. The purpose of this study was to find the effect of self-and peer-assessments on the argumentative writing performance of intermediate Iranian EFL learners. For this purpose, 36 intermediate EFL students were selected and homogenized based on the results of Oxford Quick Placement Test and an argumentative writing which served as the pre-test of this study. They were then randomly assigned into control and experimental groups to receive different treatments. The compositions of participants in the control group were assessed using traditional teacher-assessment while for the experimental group, self-and peer-assessments were used writing assessment. The results of post-test indicated that the use of self-and peer-assessments significantly affected the writing ability of the learners. Based on the obtained results, it was concluded that using alternative assessments for Iranian EFL students could be helpful in overcoming some of their argumentative writing difficulties. The results of this study have clear implications for both learners and teachers and other stakeholders of ELT. They can use these alternative assessments as a learning opportunity to lower the anxiety and improve the argumentative writing skill of the students.

show abstract

“…Peer and teacher feedback can complement each other when students respond to peers' work as an unfinished product in progress differently from teachers who usually judge it as a finished product (Caulk, 1994;Devenney, 1098). Thus, rather than relying only on teacher feedback, combining peer feedback and teacher feedback systematically could provide additional ISSN: 1300-5340 http://www.efdergi.hacettepe.edu.tr/ benefits such as making students more confident in their abilities to make decisions about their own writing and revision choices, decreasing writing anxiety, and improving writing ability (Kleinfeld, 2006;Kurt and Atay, 2007;Mendonca and Johnson, 1994;Paulus, 1999).…”

Section: Introductionmentioning

confidence: 99%

Effects of Combined Peer-Teacher Feedback on Second Language Writing Development

Demirel¹,

Enginarlar²

2016

HUJE

View full text Add to dashboard Cite

ABSTRACT:This study attempts to test the effectiveness of a feedback model which combines teacher and peer feedback systematically on improving students' writing ability in the context of a multiple draft writing course. 57 Turkish EFL students participated in the study which lasted for a 15-week semester. The experimental and control groups were provided different feedback treatments and then statistically compared in terms of the revisions they made in their essay drafts and their writing improvement. A total of 1197 essay drafts, were coded and compared for three types of revisions: content, organization and form. In order to collect data on students' attitudes towards writing and feedback, students were given a questionnaire and asked to write reflections about their writing process. Çalışmanın sonuçları göstermiştir ki, geleneksel öğretmen dönütü modeli genel anlamda daha fazla düzeltme yapılmasını sağlarken, iki farklı dönüt uygulaması düzeltme kalitesi ve yazma becerisi gelişmesinde istatistiksel açıdan farklı sonuçlar ortaya çıkarmamıştır. The results of the study revealed that while the traditional teacher feedback model created more revisions, the two different feedback models did not create statistically meaningful differences in terms of number of revisions and writing quality. However, the combined peer-teacher feedback model was found to be more successful in creating more positive attitudes towards peer feedback and self-revision. In terms of attitudes towards the difficulty of writing activity, on the other hand, important differences were not detected. Based on these results, suggestions have been made about the design and application of feedback activities in the writing class. Keywords: Peer feedback, teacher feedback, revision, drafting, L2 writing ÖZ: Bu çalışma öğrencilerin ve öğretmenlerin dönüt verme sorumluluğunu sistemli olarak paylaştıkları bir akran ve öğretmen dayanışmalı dönüt modeli geliştirerek bu modelin etkinliğini süreç yaklaşımı izlenen ve çok sayıda taslak yazımına dayalı bir yazma dersi kapsamında değerlendirmeyi amaçlamaktadır. 15 haftalık bir yarıyılı kapsayan çalışmaya 57 Türk İngilizce yabancı dil öğrencisi katılmıştır. Deney ve kontrol gruplarına farklı dönüt uygulamaları sağlanmış ve gruplar makale taslaklarında yaptıkları düzeltmeler ve yazma gelişimleri açılarından istatistiksel olarak karşılaştırılmışlardır. Toplamda 1197 makale taslağı içerik, düzenleme ve yapı olmak üzere üç farklı düzeltme türü için kodlanmış ve karşılaştırılmıştır. Öğrencilerin yazmaya ve dönüte karşı tutumları hakkında veri toplamak için öğrencilere bir anket uygulanmış ve yazma süreçleri hakkında düşüncelerini yazmaları istenmiştir. Çalışmanın sonuçları göstermiştir ki, geleneksel öğretmen dönütü modeli daha fazla düzeltme yapılmasını sağlarken, iki farklı dönüt uygulaması düzeltme sayısı ve yazma becerisi gelişmesinde istatistiksel açıdan anlamlı farklar ortaya çıkarmamıştır. Bununla birlikte, akran ve öğrenci dayanışmalı dönüt modeli, öğrencilerde akran dönütü ve kendini düzeltme konularında...

show abstract

Peer Review Negotiations: Revision Activities in ESL Writing Instruction

Cited by 295 publications

References 17 publications

The effects of blog-mediated peer feedback on learners’ motivation, collaboration, and course satisfaction in a second language writing course

The effects of blog-mediated peer feedback on learners’ motivation, collaboration, and course satisfaction in a second language writing course

The Effects of Self- and Peer-assessment on Iranian EFL Learners' Argumentative Writing Performance

Effects of Combined Peer-Teacher Feedback on Second Language Writing Development

Contact Info

Product

Resources

About