The Efficacy of Peer Review in Improving E.S.L. Students' Online Writing
This mixed method study investigated the development of E.S.L. writers' skills in revision when scaffolded by peer reviewers, with Lev Vygotsky's social-interactionist theory as the framework. Repeated-measures ANCOVA analyzed scores of four essay projects (first drafts and revisions) e...
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| Format: | Others |
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ScholarWorks@UNO
2006
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| Online Access: | http://scholarworks.uno.edu/td/381 http://scholarworks.uno.edu/cgi/viewcontent.cgi?article=1402&context=td |
| Summary: | This mixed method study investigated the development of E.S.L. writers' skills in revision when scaffolded by peer reviewers, with Lev Vygotsky's social-interactionist theory as the framework. Repeated-measures ANCOVA analyzed scores of four essay projects (first drafts and revisions) evaluated by blind holistic readings with a pretest score as covariant. Participants came from existing sections at a state university in the South in which the instruction was the same. The experimental group wrote revisions based on peer feedback; the control group received instructor feedback. Qualitative data came from semi-structured interviews with participants. Neither group showed significant improvement (at .05) in revising. Interviews revealed participants’ perception that they had improved and also their preference for instructor feedback. |
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