Blog-Based Peer Response for L2 Writing Revision

Autor/inn/en	Pham, Vu Phi Ho; Usaha, Siriluck
Titel	Blog-Based Peer Response for L2 Writing Revision
Quelle	In: Computer Assisted Language Learning, 29 (2016) 4, S.724-748 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2015.1026355
Schlagwörter	Second Language Learning; Electronic Publishing; Revision (Written Composition); Writing (Composition); Peer Evaluation; Vietnamese People; Foreign Countries; Majors (Students); Undergraduate Students; English (Second Language); Second Language Instruction; Writing Instruction; English for Academic Purposes; Teaching Methods; Qualitative Research; Statistical Analysis; Interviews + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Elektronisches Publizieren; Korrektur; Schreibübung; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Statistische Analyse; Interviewing; Interviewtechnik
Abstract	Few studies have been conducted to see how blog-based peer response helps students to improve their writing revisions. The present study investigates peer comments made through blogs, the nature of the comments and their areas of focus, and the ratios of students incorporating suggestions made through blog-based comments into revisions of their writing. Thirty-two second-year English major students taking a 15-week academic writing course at Nong Lam University in Ho Chi Minh City were selected to participate in this study. The students posted their writings on blogs and, through blog comments, also provided and received suggestions for revision. The results indicated that though the comments on global areas were greater than those on local areas, the qualified comments (revision-oriented comments) were not guaranteed to be greater in the global area. The total revisions made during blog-based peer response were greater than the total revision-oriented comments delivered by peers. In addition, 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 illumination for instructors who are considering whether to apply blogs to their writing classes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01