e peer response activities for l2 writing revision
• Though the comments on global areas were greater than those on local areas, the qualified comments (revision-oriented comments) were not guaranteed greater. • The total revisions made during blog-based peer response were greater than the total revision-oriented comments delivered by peers. • Revisions at lower levels such as “word” or “phrase” needed less help from peers, whereas those at higher levels such as “sentence” or “paragraph” needed more help from peers. • The study brings lights for instructors who expect to apply the blog to their writing classrooms.
This book reports on three research studies. Study 1, which investigated the effects of peer-editing on students’ revised and new essays, revealed that students did not benefit from peer feedback in their revised drafts but improved the quality of their new essays. Study 2 examined the reasons for students’ failure to benefit from their peers’ feedback and found the answer in students’ culture of learning. Study 3 employed experimental and control groups to test students’ ability to correct specific language errors. Compared to the control group who self-edited their essays, the experimental group, who received peer feedback, significantly improved their writing in revised drafts and in new essays. Also, the experimental group significantly reduced rule-based language errors in revised drafts but not in new essays. However, errors that are not rule-based were not significantly reduced in revised drafts or in new essays. Demonstrating the importance of peer interaction in developing students’ writing skills, this work contributes to SLA research by grounding its findings in a socio-cognitive theoretical framework. It also has important pedagogical implications for teachers.
Are you a writing teacher at college level? Then you must have used peer review in one or more of your classes. You must also have experienced some frustration that peer review sessions were not very successful or very useful to students. You probably struggled with structuring these sessions and did not know what materials to use for better results. You also may have heard students complain about the use of these sessions or the trivial help they get from them. If this marks your experience with peer review in the college writing class, then this is the book you need to read. The book introduces a structured way of carrying out effective peer review sessions that are likely to help students progress and write better subsequent drafts. The book provides you with specially tailored materials for peer review sessions: from a review checklist to a list of helping phrases. Peer review sessions will never be a pain in the neck.
Students learning English as a second language are required to master writing skills in English before they have had enough exposure to other related sub- skills. Learning to write well is a difficult and lengthy process; good writing skills are essential for academic success and learning to write well is an art that needs cultivating. This book focuses on the various cognitive processes and the methodology of teaching writing skills in the L2 classroom, providing L2 teachers with scaffolding to teach writing. The book, with its focus on the teaching methodology of writing in the L2 classroom, attempts to examine the kind of writing activities employed by the teacher in relation to second language writing and the kind of opportunities given to the learners in terms of writing activities. The study also examines the relevance and usefulness of these writing tasks employed at the secondary school level and establish how these would help develop writing skills in L2.
Noblitt: Learning Activities For Business ?report? Writing (pr Only)
In recent years, there has been a shift in language teaching and the focus has changed from teachers to learners. This is where the need for new methods is so much highlighted in the sight of those trying to bring up something which has influence on the teaching and learning phase. Bringing new ways and methods will encourage the students to become more active and collaborative. One of the new methods which can have motivational role in education is peer-feedback, which has a sparkling place among the developed countries. Perhaps a small change in the techniques used in educational system would lead to finding a better way of teaching a subject matter with the ultimate goal of having autonomous learners. This book is about the ways in which peer-feedback can enhance students’ writing self-efficacy and their writing performance.
Colourful and amusing illustrations Oral activities / songs Revision units Spelling and writing techniques Lively material for learning phonics.
Vocabulary practice Grammar boxes Colourful and amusing illustrations Oral activities / songs Revision units Spelling and writing techniques Lively material for learning phonics.
As a global economy is heavily dependent on email and the Internet, it is appropriate to recognize that written English is the predominant medium of communication. The growing research on L2 writing in the ELT professionals reflects an international response to this phenomenon. Like many other EFL countries, however, developing L2 writing skills has been neglected in the Korean EFL context, resulting in teachers’ lack of confidence and students’ limited experience in English writing. Therefore, it is essential to identify L2 writing approaches that are suited to the EFL context. In this book, the tenets of the product and process approaches to teaching writing which have predominated in the ELT contexts will be presented and then the relative pros and cons of the two will be explored. The possible efficacy of integrating the product approach into the process approach will be examined to develop a hypothetical English writing model. The author attempts to make logical suggestions which could be used in many other EFL countries and highlight the pedagogical implications for the effective teaching of English writing in terms of L2 writing development.
It aims to investigate the effects of introducing peer feedback to students from a predominantly teacher-centered context. I performed a three-phased project using various data collection methods. The study investigated students'' initial and following perceptions of peer feedback using semi-structured questionnaires and individual interviews. The results of the first stage suggested that students were in favor of teacher-written feedback and apprehensive towards peer feedback. The second phase included members of an ESL class divided into two groups; the experimental group, which used teacherand peer feedback; and the control group, which received only teacher feedback. Students'' perception of peer feedback was positive and they accepted it as part of their ESL writing curriculum. The results suggest that peer feedback helped students gain new skills and improve existing ones. The last phase was a comparative study consisting of pre- and post-tests to measure the progress of students'' writing. Students in both groups did considerably better in the exit test. However, members of the peer feedback group outperformed the other group in every aspect investigated.
Revision with unchanged content. While juggling to teach English, as language teachers are we aware of the importance of learning students’ cultural backgrounds and its impact on students’ participation to the activities and reflections of what they have learned? This qualitative study describes the meaning making process of English language learners with different cultural backgrounds during reading and writing activities based on a social constructionism theoretical framework. Six participants are from Venezuela, Honduras, Poland, Switzerland, South Korea and Japan. As a researcher, I was a participant with a Turkish cultural background. A particular focus is set on the impact of talking on reading and writing. The analysis should help to answer the questions: –Can reading and writing discussions unite participants despite cultural and linguistics differences? – What are the differences in Asian, European and Hispanic participants’ perception of classroom talk? –How does it influence their contribution to the meaning making process? – Through reading the writing of other participants, how does awareness of an audience develop in their writing? –How do peer corrections and suggestions occur in this culturally and linguistically diverse group? –How does the participants’ cultural and previous experiences contribute to their meaning making process in a group? –Is peer-teaching really effective?
Brand new title in the successful 100 ideas series providing secondary teachers with revision strategies and activities.
Vocabulary practice Grammar boxes Colourful and amusing illustrations Oral activities / songs Revision units Spelling and writing techniques Lively material for learning phonics
Despite the evidence that lack of vocabulary is what contributes to making writing in a foreign language most difficult, there is currently lack of research on how words get produced as the second language (L2) learner attempts to write in L2. These lexical gap problems will prompt writers to employ communication strategies (CS) which are procedural skills that learners use to overcome the inadequacies of their interlanguage resources (e.g. approximation, circumlocution, transfer, appeal for assistance). The literature on analyzing writing CS for solving communication gap problems in L2 writing has not been expanded as much as in studies with speaking tasks. The findings prompted the researcher to analyze the CS that are employed by second language university learners when writers try to solve their lexical gap problems, including what strategies to use when only word partially known. The results contribute to devising a psychologically plausible taxonomy that may help researchers and teachers to look into the often opaque and transient writing processes of L2 writers.
Research on peer feedback has raised concerns about the cognitive demands of generating, interpreting and using feedback for revision. While there are numerous studies which examine the comparative effects of peer and teacher feedback on performance, less is known of how peer feedback works within a classroom context and what instructional support is necessary to bring about effective peer feedback for learning. Drawing from Hattie and Timperley’s Feedback Model, the notion of peer feedback quality is extended from a dichotomous perspective to a progressive view. This book provides evidence from classroom observations, detailed interviews and instructional interventions to shed some light on the effects of coaching and prompting to support learners in meaningful and focused feedback interactions. The research described in this book should be especially useful to any teacher keen on creating opportunities for purposeful peer feedback discussion, where errors or mistakes are seen as learning points, and peer feedback goes beyond a corrective function or simply searching for the 'right' answers, to one which promotes connecting ideas and the negotiation of meaning.
Errors in second language writing, has been a topic of research for some time now with studies done to establish how to reduce them in student writing. Many of these research studies have been done in the United States of America and Asia, but little attention has been given to the issue of error reduction in the African ESL context. Besides, the few studies that have been done on writing concentrated on identifying and categorizing the errors. This study was therefore aimed at making a practical attempt at dealing with errors, using an action research design. The study was conducted in a Form Three classroom in a secondary school in Western Kenya, using a qualitative approach. Data was collected from interviews, observations and document analysis. The findings show that even in an ESL context, if students are enabled, they can identify errors in the composition of a peer and attempt corrections by consulting a dictionary, the teacher or a peer. The study also established that students are able to correct errors only as far as their linguistic competence can allow. This has implications for the teacher of writing.