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| Autor/in | Mawlawi Diab, Nuwar |
|---|---|
| Titel | Effects of peer- versus self-editing on students' revision of language errors in revised drafts. |
| Quelle | In: System : an international journal of educational technology and applied linguistics, 38 (2010) 1, S. 85-95 |
| Beigaben | Anhang |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0346-251X |
| Schlagwörter | Empirische Forschung; Fragebogen; Fehler; Korrektur; Experiment; Peer Group; Textbearbeitung; Vergleichende Analyse; Fremdsprachenunterricht; Schreiben; Effizienz; Regel; Selbstkontrolle |
| Abstract | Previous research on the effects of peer-editing in bringing about language development generally examined the linguistic performance of only a few students and did not focus on specific language errors nor used a control group. To counteract these limitations, the reported study used a pre-test/post-test comparison group quasi-experimental design to compare the effects of peer-editing to that of self-editing on students' correction of specific language errors in revised drafts. The language errors under study are two rule-based errors (subject/verb agreement, pronoun agreement) and two non rule-based errors (wrong word choice, awkward sentence structure). Results revealed that compared to the comparison group, the experimental group significantly reduced their rule-based errors in revised drafts but not the non rule-based errors. Since both groups received teacher instruction in editing language errors, but only the experimental group engaged in peer-editing, these results may be attributed to peer-editing. The study contributes to teaching pedagogy by encouraging teachers to use peer-editing in the writing classroom and to focus on the correction of few language errors to bring about language development. (Verlag, adapt.). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2022/3 |
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