Effects of Scaffolded Peer Review Training on Revision Quantity and Quality in Foreign Language Writing

Autor/in	Do, Thi Bich Thuy
Titel	Effects of Scaffolded Peer Review Training on Revision Quantity and Quality in Foreign Language Writing
Quelle	In: Iranian Journal of Language Teaching Research, 11 (2023) 2, S.55-73 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2322-1291
Schlagwörter	Writing Instruction; Second Language Learning; Second Language Instruction; Teaching Methods; Error Correction; Feedback (Response); Revision (Written Composition); French; Majors (Students); Vietnamese People; Foreign Countries; Comparative Analysis; Peer Evaluation; Cognitive Processes; Writing Improvement; Scaffolding (Teaching Technique); College Students + Suchen Sie Ihr Suchwort? Schreibunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Korrektur; Französisch; Ausland; Cognitive process; Kognitiver Prozess; Collegestudent
Abstract	While several research studies have investigated the impact of peer review training (PRT) on writing quality of L2 students, effects of PRT on revision quantity and quality remain vague. The purpose of this study was to compare revision quantity and quality before and after a scaffolded PRT following Anderson's proceduralization theory. Twenty French-major Vietnamese college students were trained for two months to become acquainted with peer review processes: detection, diagnosis and correction. Texts and feedback from pairs of students were collected and analysed in terms of cognitive revision processes. Mann-Whitney U tests showed significant effects of the scaffolded PRT on detection quantity, diagnosis quantity, diagnosis quality and correction quality. Students made more error detections, more compliments, more diagnoses, and more macro-level detections but fewer micro-level detections in the first draft of their partner's text after PRT. They generated better diagnoses in the first draft of their partner's text and better corrections in the final draft of their text after training. The author recommends that language teachers continue to offer scaffolded PRT to improve students' writing competence. (As Provided).
Anmerkungen	Urmia University Press. Faculty of Literature and Humanities, Urmia, 165, Iran; Tel: +98-44-32752741; Fax: +98-44-32752746; e-mail: info@urmia.ac.ir; Web site: http://ijltr.urmia.ac.ir/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01