Collaborative Revision in L2 Writing: Learners' Reflections

Autor/in	Memari Hanjani, Alireza
Titel	Collaborative Revision in L2 Writing: Learners' Reflections
Quelle	In: ELT Journal, 70 (2016) 3, S.296-307 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccv053
Schlagwörter	English (Second Language); Second Language Learning; Case Studies; Second Language Instruction; Indo European Languages; Positive Attitudes; Feedback (Response); Writing Instruction; Interviews; College Students; Essays; Peer Relationship; Teacher Student Relationship; Student Attitudes; Revision (Written Composition) + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Case study; Fallstudie; Case Study; Fremdsprachenunterricht; Indoeuropäisch; Schreibunterricht; Interviewing; Interviewtechnik; Collegestudent; Essay; Aufsatzunterricht; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; Korrektur
Abstract	L2 learning literature has reflected on the problems surrounding the application of teacher written feedback and peer feedback in EFL contexts. To address the disadvantages of these feedback forms, this exploratory case study examined EFL learners' reactions to a collaborative revision activity. Interview data were collected from eight native Persian-speaking university students enrolled on an English essay writing course. Data analysis indicated that not only did the participants express positive attitudes towards this activity, but also that the problems associated with teacher and peer feedback were not raised by the students. The research concludes that, in teacher-centred L2 writing contexts, the shift from teacher to peer feedback should be gradual, and collaborative revision can be considered as an intermediate approach between these two feedback forms. In such contexts, EFL learners' concerns are addressed and they receive preparation for more participatory forms of feedback in L2 writing classes. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://eltj.oxfordjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01