Work

The effects of trained peer response on ESL students' revision types and writing quality

Year: 1999

Type: article

Abstract: Since the late 1980s, peer response to writing has gained increasing attention in the English as Second Language (ESL) field. Whereas affective benefits have been reported in the literature, little is known about the effects of peer response on ESL students' revision and writing outcomes. This study investigates these effects and also considers an often-cited suggestion for successful peer response, that is, training students to effectively participate in the peer response activity. The principal question addressed by the study is whether trained peer response shapes ESL students' revision types and writing quality. Effects of trained peer response were investigated through a comparison of 46 ESL students divided into two groups, one trained in how to participate in peer response to writing and the other not trained. Revision types were identified based on a taxonomy that discriminates between two types of changes: those that affect text meaning and those that do not (Faigley & Witte, 1981). Writing quality was determined by a holistic rating procedure of first versus revised drafts. Results of the investigation indicate that trained peer response positively affected ESL students' revision types and quality of texts.

Source: Journal of Second Language Writing

DOI: 10.1016/s1060-3743(99)80115-5

Author: E.Cathrine Berg

Institution: University of Pennsylvania

Language: English

Topic: EFL/ESL Teaching and Learning

Subfield: Language and Linguistics

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,830