The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
The effects of trained peer response on ESL students' revision types and writing quality
Open accessAbstract
Since the late 1980s, peer response to writing has gained increasing attention in the English as Second Language (ESL) field. Whereas affective benefits have been reported in the literature, little is known about the effects of peer response on ESL students' revision and writing outcomes. This study investigates these effects and also considers an often-cited suggestion for successful peer response, that is, training students to effectively participate in the peer response activity. The principal question addressed by the study is whether trained peer response shapes ESL students' revision types and writing quality. Effects of trained peer response were investigated through a comparison of 46 ESL students divided into two groups, one trained in how to participate in peer response to writing and the other not trained. Revision types were identified based on a taxonomy that discriminates between two types of changes: those that affect text meaning and those that do not (Faigley & Witte, 1981). Writing quality was determined by a holistic rating procedure of first versus revised drafts. Results of the investigation indicate that trained peer response positively affected ESL students' revision types and quality of texts.
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Cites
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Cited by
A comparative study of peer and teacher feedback in a Chinese EFL writing class
Yang, M., Badger, R., & Yu, Z. (2006) · Journal of Second Language Writing · doi:10.1016/j.jslw.2006.09.004 · Cited by 703
Using peer feedback in the ESL writing class
Rollinson, P. (2005) · ELT Journal · doi:10.1093/elt/cci003 · Cited by 581
The effects of trained peer review on EFL students’ revision types and writing quality
Min, H.-T. (2006) · Journal of Second Language Writing · doi:10.1016/j.jslw.2006.01.003 · Cited by 482
A questionnaire-based validation of multidimensional models of self-regulated learning strategies
TENG, L. S., & ZHANG, L. J. (2016) · The Modern Language Journal · doi:10.1111/modl.12339 · Cited by 345
Peer reviewers learn from giving comments
Cho, Y. H., & Cho, K. (2011) · Instructional Science · doi:10.1007/s11251-010-9146-1 · Cited by 294
Metadata
- Authors
- Berg, E. C.
- Venue
- Journal of Second Language Writing
- Publisher
- Elsevier BV
- Published
- 1999-09
- Volume
- 8
- Issue
- 3
- Pages
- 215-241
- ISSN
- 1060-3743 (ISSN-L)
- OpenAlex
- W2008461429
- Cited by
- 456
- References
- 5
- FWCI
- 17.79
- Type
- journal article
- Language
- en
- Open access
- hybrid
- Licence
- www.elsevier.com/tdm/userlicense/1.0/ (tdm)
- www.elsevier.com/legal/tdmrep-license (tdm)
- creativecommons.org/licenses/by-nc-nd/4.0/ (vor, 916 d)
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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