Year: 2006
Type: article
Abstract: This mixed method study investigated the development of E.S.L. writers' skills in revision when scaffolded by peer reviewers, with Lev Vygotsky's social-interactionist theory as the framework. Repeated-measures ANCOVA analyzed scores of four essay projects (first drafts and revisions) evaluated by blind holistic readings with a pretest score as covariant. Participants came from existing sections at a state university in the South in which the instruction was the same. The experimental group wrote revisions based on peer feedback; the control group received instructor feedback. Qualitative data came from semi-structured interviews with participants. Neither group showed significant improvement (at .05) in revising. Interviews revealed participants’ perception that they had improved and also their preference for instructor feedback.
Author: Kathryn Fiddler Butcher
Institution: LSU New Orleans
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1505705976