The Effect of Peer Reviewing on Writing Apprehension and Essay Writing Ability of Prospective EFL Teachers

Autor/in	Jahin, Jamal Hamed
Titel	The Effect of Peer Reviewing on Writing Apprehension and Essay Writing Ability of Prospective EFL Teachers
Quelle	In: Australian Journal of Teacher Education, 37 (2012) 11, Artikel 4 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Writing Tests; English (Second Language); Feedback (Response); Control Groups; Experimental Groups; Writing Apprehension; Language Proficiency; Data Analysis; Writing Ability; Second Language Learning; Language Teachers; Preservice Teachers; Foreign Countries; Reliability; Second Language Instruction; Measures (Individuals); Native Language; Peer Evaluation; Essays; Writing Skills; Saudi Arabia + Suchen Sie Ihr Suchwort? Writing test; Schreibtest; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Auswertung; Schreibkompetenz; Zweitsprachenerwerb; Language teacher; Sprachunterricht; Ausland; Reliabilität; Fremdsprachenunterricht; Messdaten; Essay; Aufsatzunterricht; Writing skill; Schreibfertigkeit; Saudi-Arabien
Abstract	This study aimed to ascertain the current level of writing apprehension experienced by Saudi prospective EFL teachers and their current level of essay writing ability. It also aimed to assess the impact of peer reviewing on their writing apprehension level and essay writing ability. Data collection was carried out via two instruments: Second Language Writing Anxiety Inventory (SLWAI) (Cheng, 2004) and an essay writing test. Reliability and validity of the two instruments were verified. The study sample consisted of 40 EFL major prospective teachers at Taibah University, KSA. These were equally divided into two groups: control (n=20) and experimental (n=20). Both groups were similar in terms of academic level, mother tongue background, and target language proficiency. The experimental group participants were introduced to peer-reviewing essay writing sessions while the control group participants were taught through the traditional teacher feedback-based essay writing. Results of data analysis showed positive impacts of peer reviewing on experimental group participants' writing apprehension and essay writing ability. Implications for using peer reviewing in ESL writing were discussed. (Contains 1 figure and 7 tables.) (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10