Effects of peer- versus self-editing on students' revision of language errors in revised drafts

System

Volumn 38, Issue 1, 2010, Pages 85-95

  Mawlawi Diab, Nuwar ^a  

^a LEBANESE AMERICAN UNIVERSITY   (Lebanon)

Author keywords

Non rule based errors; Peer feedback; Peer editing; Rule based errors; Self editing

Indexed keywords

EID: 75149168914     PISSN: 0346251X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.system.2009.12.008     Document Type: Article

References (39)

1. Allaei S.K., and Connor U. Using performative assessment instruments with ESL student writers. In: Hamp-Lyons L. (Ed). Assessing Second Language Writing in Academic Contexts (1990), Ablex, Norwood, NJ 227-240
2. Berg C.E. The effects of trained peer response on ESL students' revision types and writing quality. Journal of Second Language Writing 8 3 (1999) 215-241
3. Byrd D. Practical tips for implementing peer editing tasks in the foreign language classroom. Foreign Language Annals 26 3 (2003) 434-441
4. Carson J.G., and Nelson G.L. Chinese students' perception of ESL peer response group interaction. Journal of Second Language Writing 5 1 (1996) 1-19
5. Chandler J. The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing 12 (2003) 267-296
6. Connors R.J., and Lunsford A.A. Frequency of formal errors in current college writing, or ma and pa kettle research. Reprinted in: Ede, Lisa, Lunsford, Andrea A. (Eds.), 2003. Selected Essays of Robert J. Connors (1988), Bedford/St. Martin's, New York
7. De Guerrero M.C.M., and Villamil O.S. Activating the ZPD: mutual scaffolding in L2 peer revision. The Modern Language Journal 84 1 (2000) 51-68 (Spring)
8. Donato R. Collective scaffolding in second language learning. In: Lantolf J.P., and Appel G. (Eds). Theoretical Framework: an Introduction to Vygotskian Approaches to Second Language Research (1994), Ablex Press, Norwood, NJ 33-56
9. Ellis R. Does form-focused instruction affect the acquisition of implicit knowledge?. Studies in Second Language Acquisition 24 (2002) 223-236
10. Ellis R., Sheen Y., Murakami M., and Takashima H. The effects of focused and unfocused written corrective feedback in an English as a foreign language context. System 36 (2008) 380-353
11. Fathman A.K., and Whalley E. Teacher response to student writing: focus on form versus content. In: Kroll B. (Ed). Second Language Writing: Research Insights for the Classroom (1990), Cambridge University Press, Cambridge 178-190
12. Ferris D.R. The influence of teacher commentary on student revision. TESOL Quarterly 31 2 (1997) 315-339
13. Ferris D.R. The case for grammar correction in L2 writing classes: a response to Truscott (1996). Journal of Second Language Writing 8 1 (1999) 1-11
14. Ferris D. Does error feedback help student writers? New evidence on the short- and long-term effects of written error correction. In: Hyland K., and Hyland F. (Eds). Feedback in Second Language Writing: Contexts and Issues (2006), Cambridge University Press, Cambridge 81-104
15. Ferris D., and Roberts B. Error feedback in L2 writing classes. How explicit does it need to be?. Journal of Second Language Writing 10 (2001) 161-184
16. Hamp-Lyons L. Assessing Second Language Writing in Academic Contexts (1991), Ablex Publishing Corporation, New Jersey
17. Holunga, S., 1994. The Effect of Metacognitive Strategy Training with Verbalization on the Oral Accuracy of Adult Second Language Learners. Unpublished Doctoral Dissertation, University of Toronto (OISE), Toronto.
18. Kepner C.G. An experiment in the relationship of types of written feedback to the development of second-language writing skills. The Modern Language Journal 75 (1991) 305-313
19. Leki I. The preferences of ESL students for error correction in college-level writing classes. Foreign Language Annals 24 3 (1991) 203-218
20. Liebman J.D. Toward a new contrastive rhetoric: differences between Arabic and Japanese rhetorical instruction. Journal of Second Language Writing 1 2 (1992) 141-165
21. Lunsford A.A., and Lunsford K.J. Mistakes are a fact of life: a national comparative study. College Composition and Communication 4 (2008) 781
22. Mangelsdorf K., and Schlumberger A.L. ESL student response stances in a peer-review task. Journal of Second Language Writing 1 3 (1992) 235-254
23. McGroarty M.E., and Zhu W. Triangulation in classroom research: a study of peer revision. Language Learning 47 1 (1997) 1-43
24. McLaughlin B. Theories of Second Language Learning (1987), Edward Arnold, London
25. Min H. The effects of trained peer review on EFL students' revision types and writing quality. Journal of Second Language Writing 15 (2006) 118-141
26. Min H.-T. Training students to become successful peer reviewers. System 33 (2005) 293-308
27. Norris J., and Ortega L. Effectiveness in L2 Instruction: a research synthesis and quantitative meta-analysis. Language Learning 50 (2000) 417-528
28. Ohta A.S. Rethinking interaction in SLS: developmentally appropriate assistance in the zone of proximal development and the acquisition of L2 grammar. In: Lantolf J.P. (Ed). Sociocultural Theory and Second Language Learning (2000), Oxford University Press, Oxford 51-78
29. Ohta A.S. Second Language Acquisition Processes in the Classroom: Learning Japanese (2001), Laurence Erlbaum, Mahwah, NJ
30. Reichelt M. Toward a more comprehensive view of L2 writing: foreign language writing in the US. Journal of Second Language Writing 8 2 (1999) 181-204
31. Schmid, L.M., 1999. The Effects of Peer Response on Essay Drafts, Unpublished MA Thesis in TESOL, Department of English, California State University, Sacramento.
32. Schmidt R. Attention. In: Robinson P. (Ed). Cognition and Second Language Instruction (2001), Cambridge University Press, Cambridge 3-32
33. Stanley J. Coaching student writers to be effective peer editors. Journal of Second Language Writing 1 3 (1992) 217-233
34. Swain M., and Lapkin S. Talking it through: two French immersion learners' response to reformulation. International Journal of Educational Research 37 (2002) 285-304
35. Truscott J. The case against grammar correction in L2 writing classes. Language Learning 46 (1996) 327-369
36. Truscott J. Evidence and conjecture on the effects of correction: a response to Chandler. Journal of Second Language Writing 13 (2004) 337-343
37. Truscott J. The effect of error correction on learners' ability to write accurately. Journal of Second Language Writing 16 (2007) 255-272
38. Villamil O.S., and de Guerrero M.C.M. Peer revision in the L2 classroom: social-cognitive activities, mediating strategies, and aspects of social behavior. Journal of Second Language Writing 5 1 (1996) 51-76
39. Zhang S. Thoughts on some recent evidence concerning the affective advantage of peer feedback. Journal of Second Language Writing 8 (1995) 321-326