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

Oleh:

Diab, Nuwar Mawlawi

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: SYSTEM: An International Journal of Educational Technology and Applied Linguistics (Full Text) vol. 38 no. 1 (Mar. 2010), page 85-95.
Topik: Rule-based errors; Non rule-based errors; Peer-editing; Self-editing; Peer feedback
Fulltext: p. 85-95.pdf (235.17KB)

Isi artikel

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

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