dc.contributor.author |
Mawlawi Diab, Nuwar |
|
dc.date.accessioned |
2015-10-27T14:16:12Z |
|
dc.date.available |
2015-10-27T14:16:12Z |
|
dc.date.copyright |
2010 |
|
dc.date.issued |
2015-10-27 |
|
dc.identifier.issn |
0346-251X |
en_US |
dc.identifier.uri |
http://hdl.handle.net/10725/2360 |
|
dc.description.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, this 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. |
en_US |
dc.language.iso |
en |
en_US |
dc.title |
Effects of peer- versus self-editing on students’ revision of language errors in revised drafts |
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 |
System |
en_US |
dc.journal.volume |
38 |
en_US |
dc.journal.issue |
1 |
en_US |
dc.article.pages |
85-95 |
en_US |
dc.keywords |
Rule-based errors |
en_US |
dc.keywords |
Non rule-based errors |
en_US |
dc.keywords |
Peer-editing |
en_US |
dc.keywords |
Self-editing |
en_US |
dc.keywords |
Peer feedback |
en_US |
dc.identifier.doi |
http://dx.doi.org/10.1016/j.system.2009.12.008 |
en_US |
dc.identifier.ctation |
Diab, N. M. (2010). Effects of peer-versus self-editing on students’ revision of language errors in revised drafts. System, 38(1), 85-95. |
en_US |
dc.author.email |
nuwar.diab@lau.edu.lb |
|
dc.identifier.url |
http://www.sciencedirect.com/science/article/pii/S0346251X09001468 |
|