Assessing the relationship between different types of student feedback and the quality of revised writing

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dc.contributor.author Mawlawi Diab, Nuwar
dc.date.accessioned 2015-10-27T14:02:15Z
dc.date.available 2015-10-27T14:02:15Z
dc.date.copyright 2011
dc.date.issued 2015-10-27
dc.identifier.issn 1075-2935 en_US
dc.identifier.uri http://hdl.handle.net/10725/2359
dc.description.abstract This paper reports on a quasi-experimental study comparing the effects of peer-editing to self-editing on improving students’ revised drafts. The study involved two intact classes (experimental and control groups) of an English course. The experimental group practiced peer-editing while the control group engaged in self-editing. After receiving sufficient training in their respective type of editing, both groups wrote a graded argumentative essay in two drafts. Results of a MANCOVA test carried out on the graded essay written by the two groups showed a statistically significant difference in revised writing in favour of peer-editing. A random sample of seven peer-edited and self-edited essays was analyzed to determine the differences between peer-editors’ and self-editors’ ability to notice errors, revise, and improve them. Results revealed that while peer-editors and self-editors had more or less the same noticing ability, writers who engaged in self-editing revised more errors than writers who received peer-feedback. In contrast, writers who engaged in peer-editing improved their revised drafts more than self-editors did. Differences in revised writing performance between the two groups are attributed to the use of language learning strategies, peer interaction, and engagement with language. The paper concludes with implications for classroom teaching/learning and recommendations for future research. en_US
dc.language.iso en en_US
dc.title Assessing the relationship between different types of student feedback and the quality of revised writing en_US
dc.type Article en_US
dc.description.version Published en_US
dc.author.school SAS en_US
dc.author.idnumber 199629300 en_US
dc.author.woa N/A en_US
dc.author.department English en_US
dc.description.embargo N/A en_US
dc.relation.journal Assessing Writing en_US
dc.journal.volume 16 en_US
dc.journal.issue 4 en_US
dc.article.pages 247-292 en_US
dc.keywords Learning strategies en_US
dc.keywords Peer-editing en_US
dc.keywords Self-editing en_US
dc.keywords Peer interaction en_US
dc.keywords Noticing en_US
dc.keywords Engagement with language en_US
dc.identifier.doi http://dx.doi.org/10.1016/j.asw.2011.08.001 en_US
dc.identifier.ctation Diab, N. M. (2011). Assessing the relationship between different types of student feedback and the quality of revised writing. Assessing writing, 16(4), 274-292. en_US
dc.author.email nuwar.diab@lau.edu.lb
dc.identifier.url http://www.sciencedirect.com/science/article/pii/S107529351100033X

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