The impact of peer review on EFL learners' writing proficiency: global and local aspects

• Elaheh Sotoudehnama ^[1] ; Afsaneh Pilehvari ^[1]
  1. [1] Alzahra University

     Alzahra University

     Irán

     
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 25, 2016, págs. 35-47
• Idioma: inglés
• DOI: 10.30827/digibug.53887
• Títulos paralelos:
  • El impacto de la doble revisión en la destreza escrita de estudiantes de EFL: Aspectos globales y locales
• Enlaces
  • Texto completo (pdf)
  • Texto completo  1    2 (pdf) 
• Resumen
  • español

    Este estudio tiene como objetivo comparar dos grupos de participantes para determinar si el efecto beneficioso consiste en dar o recibir comentarios evaluativos. Con este objetivo fueron seleccionados dos grupos en dos niveles diferentes, de 122 estudiantes femeninas y divididas en dos grupos: receptor (participantes que solamente dieron comentarios evaluativos) y evaluador (participantes que solamente recibieron comentarios evaluativos). Se celebraron tres sesiones de entrenamiento/prueba y los datos, sin considerar su nivel de competencia, indicaban que los evaluadores disfrutaban de una habilidad más significativa en la destreza de escritura comparando con los receptores.

  • English

    In response to the theoretical claims considering the beneficial effects of peer review on EFL learners’ writing development, this study compares two groups of participants to determine whether the most advantageous effects of peer review can be found in giving or receiving feedback. At two proficiency levels (high vs. low), 122 female EFL learners studying in high-intermediate levels were divided into two groups of givers (participants who only give feedback) and receivers (participants who receive feedback). Three training sessions were held and the results showed that givers improved more significantly than receivers, and almost equally in both global and local aspects of writing, regardless of their proficiency level.

• Referencias bibliográficas
  • Berg, E.C. (1999). “The effects of trained peer response on ESL students’ revision types and writing quality”, in Journal of Second Language...
  • Brown, H.D. (2001). “Teaching by principles: An interactive approach to language pedagogy. (2nd Edition) NY: Longman.
  • Conrad, S.M. and Goldstein, L.M. (1999). “ESL students’ revision after teacher-written comments: Texts, contexts, and individuals”, in Journal...
  • Cho, Y.H. and Cho, K. (2011). “Peer reviewers learn from giving comments”, in Instructional Science, 39, 5: 629-43.
  • Ferris, D. (2002). “Teaching students to self-edit”, in J.C. Richards and W.A. Renandya (eds.), Methodology in Language Teaching: An Anthology...
  • Guardado, M. and Shi, L. (2007). “ESL students’ experiences of online peer feedback”, in Computers and Composition, 24, 4: 443-61.
  • Guenette, D. (2007). “Is feedback pedagogically correct? Research design issues in the studies of feedback on writing”, in Journal of Second...
  • Hansen, J. and Liu, J. (2005). “Guiding principles for effective peer response”, in ELT Journal, 59, 1: 31-38.
  • Hyland, K. and Hyland, F. (2006). “Feedback on second language students’ writing”, in Language Teaching, 39, 2: 83-101.
  • Jacobs, G. (1987). “First experiences with peer feedback on compositions: Student and teacher reaction”, in System, 15, 3: 325-33.
  • Jacobs, G.M., Curtis, A., Braine, G. and Huang, S.Y. (1998). “Feedback on students’ writing: Taking the middle path”, in Journal of Second...
  • Kamimura. T. (2006). “Effects of peer review on EFL student writers at different levels of English proficiency: A Japanese context”, in TESL...
  • Kasper, L.F. (1998). “ESL writing and the principles of non-judgmental awareness: Rationale and implementations”. TETCY 25: 58-66, available...
  • Lam, R. (2010). “A peer review training workshop: Coaching students to give and evaluate peer feedback”, in TESL Canada Journal, 27, 2: 114-27.
  • Lundstrom, K. and Baker, W. (2009). “To give is better than to receive: The benefits of peer review to the reviewers own writing”, in Journal...
  • Mangelsdorf, K. (1992). “Peer reviews in the ESL composition classroom: What do the students think?”, in ELT Journal, 46, 3: 274-84.
  • Mangelsdorf, K and Schlumberger, A. (1992). “ESL student response stances in a peer review task”, in Journal of Second Language Writing, 1,...
  • Miao, Y., Badger, R. and Zhen, Y. (2006). “A comparative study of peer and teacher feedback in a Chinese EFL writing class”, in Journal of...
  • Min, H.T. (2006). “The effects of trained peer review on EFL students’ revision types and writing quality”, in Journal of Second Language...
  • Min, H.T. (2008). “Reviewer stances and writer perceptions in EFL peer review training”, in English for Specific Purposes, 27, 3: 285-305.
  • Nicol, D., Thomson, A. and Breslin, C. (2013). “Rethinking feedback practices in higher education: a peer review perspective”, in Assessment...
  • Pallant, J. (2007). SPSS Survival Manual: A Step by Step Guide to Data Analysis Using SPSS for Windows (3rded.). Berkshire: Open University...
  • Paulus, T.M. (1999). “The effects of peer and teacher feedback on student writing”, in Journal of Second Language Writing, 8, 3: 265-89.
  • Penaflorida, A.H. (2002). “Non-traditional forms of assessment and response to student writing: A step toward learner autonomy”, in J.C. Richards...
  • Richards, J.C., & Renandya, W.A. (2002). “Assessment”, in J.C. Richards and W.A. Renandya (eds.), Methodology in Language Teaching: An...
  • Rollinson, P. (2005). “Using peer feedback in the ESL writing class”, in ELT Journal, 59, 1: 23-30. Sharpe, P.J. (2004). How to Prepare for...
  • (11thed.). New York: Barron’s Educational Series. Tang, G.M. and Tithecott, J. (1999). “Peer response in ESL writing”, in TESL Canada Journal,...
  • Thompson, C. (2002). “Teaching critical thinking in EAP courses in Australia”, in TESOL Journal, 11, 4: 15-20.
  • Tsui, A.B.M. and Ng, M. (2000). “Do secondary L2 writers benefit from peer comments?”, in Journal of Second Language Writing, 9, 2: 147-70.
  • Tuzi, F. (2004). “The impact of e-feedback on the revisions of L2 writers in an academic writing course”, in Computers and Composition, 21,...
  • Van der Pol, J., Van den Berg, B.A.M., Admiraal, W.F., and Simons, P.R.J. (2008). “The nature, reception, and use of online peer feedback...
  • Zhang, S. (1995). “Reexamining the affective advantage of peer feedback in the ESL writing class”, in Journal of Second Language Writing,...