Year: 2010
Type: article
Abstract: This study analyzes the use of ESL students" L1 and L2 during the peer review process in terms of the number of comments and suggestions produced and the types of comments and suggestions produced.For this study, during one session of peer review, the first pair of students was able to give written and spoken comments only in the L2, and the second pair of students was able to give written and spoken comments in both the L1 and the L2.The results of this study suggest that ESL students produce more written and spoken comments and suggestions when they use their L1 and L2 during peer review.The results also suggest that ESL students produce more comments and suggestions concerning meaning errors such as content, development, and organization errors and sentence structure errors when they use their L1 and L2 during peer review, and ESL students produce more comments and suggestions concerning surface errors such as grammar errors and spelling, punctuation, and word choice errors when they use only their L2 during peer review. Chapter 1Research Overview and Literature Review Overview of StudyThis study analyzes whether more comments and suggestions are produced when English as a Second Language (ESL) students can use their L1 and L2 during the peer review process, or if more comments and suggestions are produced when ESL students can only use their L2 during the peer review process.It also examines the types of comments and suggestions that are more likely to be produced when students use both their L1 and L2, and the types of comments and suggestions that are more likely to be produced when students use only their L2.
Author: Terra Suzanne Myers
Institution: University of Toledo
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2205050863