Catch My Errors if You Can: The Relative Value of Peer Editing in the Language Classroom

Autor/in	Henshaw, Florencia
Titel	Catch My Errors if You Can: The Relative Value of Peer Editing in the Language Classroom
Quelle	In: NECTFL Review, (2023) 90, S.31-41 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2164-5965
Schlagwörter	Peer Evaluation; Error Correction; Spanish; Second Language Learning; Second Language Instruction; Undergraduate Students; Grammar; Writing Evaluation; Writing Instruction; Feedback (Response); Audio Equipment; Pictorial Stimuli; Vocabulary; Narration; Accuracy; Educational Benefits + Suchen Sie Ihr Suchwort? Korrektur; Spanisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Grammatik; Schreibunterricht; Audio-CD; Fantasieanregung; Wortschatz; Bildungsertrag
Abstract	Even though peer review enjoys sound theoretical support, classroom research has not always provided a clear picture of its effectiveness, particularly when it comes to form-focused editing. In addition to yielding conflicting findings with respect to the number of corrections students make based on peer feedback (Connor & Asenavage, 1994; Mendonça & Johnson, 1994; Paulus, 1999; Villamil & de Guerrero, 1998), several gaps in the literature remain unaddressed, particularly in terms of error detection rates. This study sought to determine to what extent learners are able to (a) detect errors during peer editing, (b) provide each other with correct information, and (c) incorporate peer-provided suggestions in subsequent individual writing tasks. Participants were 20 undergraduate students enrolled in an intermediate Spanish course. They individually wrote a story based on pictures, exchanged papers with a partner, and provided each other with feedback on lexical, grammatical, and orthographic issues. The learners' audio-recorded interactions and the narratives produced by the learners during and after the peer-editing session were analyzed. Results indicate that even though learners detect a small proportion of errors, the majority of corrections were accurate and were incorporated in writing tasks completed immediately after the peer editing session, as well as two weeks later. (As Provided).
Anmerkungen	Northeast Conference on the Teaching of Foreign Languages. 2400 Main Street, Buffalo, NY 14214. e-mail: info@nectfl.org; Web site: https://www.nectfl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01