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Cited by 456

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 access
Berg, E.Cathrine·1999·Journal of Second Language Writing
DOI 10.1016/s1060-3743(99)80115-5
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Abstract

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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Citations

Cites

Research works printed but not linked: 27

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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)
DOI
10.1016/s1060-3743(99)80115-5
OpenAlex
W2008461429
Cited by
456
References
5
FWCI
17.79
Type
journal article
Language
en
Open access
hybrid
Licence

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