Language Input Effects on L2 Composition Peer Review Feedback

Autor/in	Williams, Clay
Titel	Language Input Effects on L2 Composition Peer Review Feedback
Quelle	In: TESOL International Journal, 13 (2018) 1, S.33-46 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2094-3938
Schlagwörter	Second Language Learning; Second Language Instruction; Writing (Composition); Essays; Language Usage; Native Language; Peer Evaluation; English (Second Language); Writing Instruction; Japanese; Comparative Analysis; Error Correction; Rhetoric; Connected Discourse; College Students; Language of Instruction; Foreign Countries; Writing Evaluation + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Schreibübung; Essay; Aufsatzunterricht; Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Schreibunterricht; Japaner; Japanisch; Korrektur; Rhetorik; Collegestudent; Teaching language; Unterrichtssprache; Ausland
Abstract	To date, very little research on L2 peer review of L2 essay composition has focused on the issue of whether the choice of L1 or L2 use in the peer review process facilitates or hinders students' transmission and reception of productive commentary on their essay drafts. This study was designed to ascertain the impact of language choice in written peer review sessions on both the types of commentary made and essay authors' propensity to incorporate peer commentary into subsequent drafts. Data was collected from essay assignments in an English writing course at an English-medium university in Japan using written peer reviews conducted in both Japanese and English in a cross-balanced design. The data were analyzed to measure the impact of the language used on the number and types of comments made, as well as to ascertain the relative impact of peer commentary on the subsequent revisions. The study found sizeable differences according to the language a peer review was conducted in, suggesting that L2 written peer reviews may be more beneficial at identifying/rectifying paragraph-level and structural issues, whereas L1 peer review was slightly better for correcting rhetorical and logical issues. (As Provided).
Anmerkungen	English Language Education Publishing. Site Skills Training - Clark, Centennial Road, Clark Freeport Zone, Clark, Pampanga 2023, Philippines. e-mail: asianefl@gmail.com; Web site: https://www.elejournals.com/tesol-international-journal/; Web site: https://www.tesol-international-journal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01