Effects of Peer-Editing on L2 Writing Achievement among Secondary School Students in Ethiopia

Autor/inn/en	Sahle, Sirak; Siawk, Yirga A.; Gebremariam, Hailay T.
Titel	Effects of Peer-Editing on L2 Writing Achievement among Secondary School Students in Ethiopia
Quelle	In: Cogent Education, 10 (2023) 1, Artikel 2211467 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Siawk, Yirga A.) ORCID (Gebremariam, Hailay T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2023.2211467
Schlagwörter	Secondary School Students; Foreign Countries; Grade 11; Second Language Learning; Writing Achievement; Peer Evaluation; Peer Teaching; Editing; Control Groups; Writing Instruction; Ethiopia + Suchen Sie Ihr Suchwort? Sekundarschüler; Ausland; School year 11; 11. Schuljahr; Schuljahr 11; Zweitsprachenerwerb; Peer group teaching; Peer Group Teaching; Redaktion; Textbearbeitung; Schreibunterricht; Äthiopien
Abstract	Although the effects of peer-editing techniques have been studied from a variety of perspectives, the results when applied to second- or foreign-language students' writing performance are rarely favorable. The current study looked into the effect of peer-editing on the writing achievement of L2 learners. To achieve the goal, data were collected using a quasi-experimental design. The study's 11th grade participants were divided into two groups using simple random sampling. One of the participant groups was an experimental group that attended L2 writing lessons with peer-editing, while the other group was a control group that was allowed to continue the lesson as usual. Over the course of five weeks, two very different groups received sixteen hours of instruction. A pre- and post-test was given to both groups. The data collected through the writing test was analyzed using the independent sampling t-test and MANOVA. Although there were no statistically significant differences between the two groups in the pre-test results, the post-test results revealed a statistically significant difference at [alpha] = 0.05 level. The findings of this study indicated that, when compared to high school students who received writing instruction in a controlled group, those who learned writing achievements through the peer-editing pedagogical strategy improved their writing achievement. These findings add to our understanding of how peer-editing affects the outcomes of L2 writers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01