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Peer-editing versus self-editing in the ESL classroom

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dc.contributor.author Diab, Nuwar Mawlawi
dc.date.accessioned 2018-06-05T08:32:44Z
dc.date.available 2018-06-05T08:32:44Z
dc.date.copyright 2010 en_US
dc.date.issued 2018-06-05
dc.identifier.uri http://hdl.handle.net/10725/7997
dc.description.abstract Few studies have compared peer-editing to self-editing with respect to writing development. This study addresses this gap in literature. It uses a pre-test/post-test comparison group quasi-experimental design and employs quantitative and qualitative methods of data collection to compare the effect of trained peer-editing to that of trained self-editing in developing students’ writing in revised drafts. The student sample comprised students taking a freshman level course at an American university in Lebanon. The comparison group engaged in selfediting their essays, while the experimental group practiced peer-editing. The researcher, who was also the instructor, evaluated students’ writing performance using a rubric following the multiple trait approach and another rater evaluated a sample of students’ essays to achieve inter-rater reliability. A comparison of ANCOVA tests from both groups revealed that unlike the comparison group, the experimental group significantly improved their revised drafts. Sample essays and editing forms by the experimental and control groups were also analyzed to determine the changes made to students’ second drafts in response to peer- and self-feedback. The study concludes by recommending the use of peer-editing in the writing classroom since it focuses students’ attention on good writing skills and helps them construct new knowledge through peer mediation. en_US
dc.language.iso en en_US
dc.title Peer-editing versus self-editing in the ESL classroom en_US
dc.type Conference Paper / Proceeding en_US
dc.author.school SAS en_US
dc.author.idnumber 199629300 en_US
dc.author.department English en_US
dc.description.embargo N/A en_US
dc.keywords Peer-editing en_US
dc.keywords Self-editing en_US
dc.keywords Interaction en_US
dc.keywords Attention en_US
dc.keywords Noticing en_US
dc.keywords Essay revision en_US
dc.identifier.ctation Diab, N. M. (2010). Peer-editing versus self-editing in the ESL classroom. In Proceedings from ISPR 2010: The 2nd International Symposium on Peer Reviewing. en_US
dc.author.email nuwar.diab@lau.edu.lb en_US
dc.conference.date July 29, 2010 en_US
dc.conference.place Florida, USA en_US
dc.conference.subtitle The 2nd International Symposium en_US
dc.conference.title Proceedings from ISPR 2010 en_US
dc.identifier.tou http://libraries.lau.edu.lb/research/laur/terms-of-use/articles.php en_US
dc.identifier.url http://www.iiis.org/CDs2010/CD2010SCI/ISPR_2010/PapersPdf/VA909UP.pdf en_US
dc.orcid.id https://orcid.org/0000-0003-0148-0002 en_US
dc.publication.date 2010 en_US
dc.author.affiliation Lebanese American University en_US


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