The Relative Effects of Giving Versus Receiving Comments on Students’ Revision in an EFL Writing Class
Abstract Current research on the relative effects of giving versus receiving peer comments on students’ revision has produced inconclusive results due to researchers’ inattention to topic difference. The study is aimed to complement extant literature by exploring the role of writing topic difference...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Min, Hui-Tzu [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2021 |
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| Schlagwörter: |
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| Anmerkung: |
© National Taiwan Normal University 2021 |
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| Übergeordnetes Werk: |
Enthalten in: English Teaching & Learning - Singapore : Springer Singapore, 2018, 46(2021), 4 vom: 25. Sept., Seite 293-320 |
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| Übergeordnetes Werk: |
volume:46 ; year:2021 ; number:4 ; day:25 ; month:09 ; pages:293-320 |
| Links: |
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| DOI / URN: |
10.1007/s42321-021-00094-2 |
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| Katalog-ID: |
SPR048766046 |
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| 520 | |a Abstract Current research on the relative effects of giving versus receiving peer comments on students’ revision has produced inconclusive results due to researchers’ inattention to topic difference. The study is aimed to complement extant literature by exploring the role of writing topic difference in the actual changes triggered by the comments students give versus those they receive and how these changes contribute to their revision amount, type, and quality in an English as a Foreign Language (EFL) writing class. Sixteen students participated in reciprocal peer review where they produced and reviewed different topics in three essay assignments. They received the same peer review training and instructions on responding to peer feedback during revision. The results show that students made significantly more macrostructure meaning changes based on the directives they received than on those they gave for the first and third assignments. They also made significantly more microstructure and meaning-preserving changes based on the directives they received in all three assignments. The average score of revision triggered by the directives students received was significantly higher than that triggered by the directives they gave for the first and third assignments. The results overall demonstrate that receiving peer feedback was more beneficial than giving peer feedback on students’ revision. Possible reasons include irrelevance of given comments to self-writing, students’ inability to see the relevance of given comments to self-writing, and authentic revising tasks for students as receivers. | ||
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10.1007/s42321-021-00094-2 doi (DE-627)SPR048766046 (SPR)s42321-021-00094-2-e DE-627 ger DE-627 rakwb eng Min, Hui-Tzu verfasserin aut The Relative Effects of Giving Versus Receiving Comments on Students’ Revision in an EFL Writing Class 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © National Taiwan Normal University 2021 Abstract Current research on the relative effects of giving versus receiving peer comments on students’ revision has produced inconclusive results due to researchers’ inattention to topic difference. The study is aimed to complement extant literature by exploring the role of writing topic difference in the actual changes triggered by the comments students give versus those they receive and how these changes contribute to their revision amount, type, and quality in an English as a Foreign Language (EFL) writing class. Sixteen students participated in reciprocal peer review where they produced and reviewed different topics in three essay assignments. They received the same peer review training and instructions on responding to peer feedback during revision. The results show that students made significantly more macrostructure meaning changes based on the directives they received than on those they gave for the first and third assignments. They also made significantly more microstructure and meaning-preserving changes based on the directives they received in all three assignments. The average score of revision triggered by the directives students received was significantly higher than that triggered by the directives they gave for the first and third assignments. The results overall demonstrate that receiving peer feedback was more beneficial than giving peer feedback on students’ revision. Possible reasons include irrelevance of given comments to self-writing, students’ inability to see the relevance of given comments to self-writing, and authentic revising tasks for students as receivers. Receiving peer review (dpeaa)DE-He213 Giving peer review (dpeaa)DE-He213 Topic effect (dpeaa)DE-He213 Chiu, Yi-Min aut Enthalten in English Teaching & Learning Singapore : Springer Singapore, 2018 46(2021), 4 vom: 25. Sept., Seite 293-320 (DE-627)102766587X (DE-600)2937157-0 2522-8560 nnns volume:46 year:2021 number:4 day:25 month:09 pages:293-320 https://dx.doi.org/10.1007/s42321-021-00094-2 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 46 2021 4 25 09 293-320 |
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10.1007/s42321-021-00094-2 doi (DE-627)SPR048766046 (SPR)s42321-021-00094-2-e DE-627 ger DE-627 rakwb eng Min, Hui-Tzu verfasserin aut The Relative Effects of Giving Versus Receiving Comments on Students’ Revision in an EFL Writing Class 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © National Taiwan Normal University 2021 Abstract Current research on the relative effects of giving versus receiving peer comments on students’ revision has produced inconclusive results due to researchers’ inattention to topic difference. The study is aimed to complement extant literature by exploring the role of writing topic difference in the actual changes triggered by the comments students give versus those they receive and how these changes contribute to their revision amount, type, and quality in an English as a Foreign Language (EFL) writing class. Sixteen students participated in reciprocal peer review where they produced and reviewed different topics in three essay assignments. They received the same peer review training and instructions on responding to peer feedback during revision. The results show that students made significantly more macrostructure meaning changes based on the directives they received than on those they gave for the first and third assignments. They also made significantly more microstructure and meaning-preserving changes based on the directives they received in all three assignments. The average score of revision triggered by the directives students received was significantly higher than that triggered by the directives they gave for the first and third assignments. The results overall demonstrate that receiving peer feedback was more beneficial than giving peer feedback on students’ revision. Possible reasons include irrelevance of given comments to self-writing, students’ inability to see the relevance of given comments to self-writing, and authentic revising tasks for students as receivers. Receiving peer review (dpeaa)DE-He213 Giving peer review (dpeaa)DE-He213 Topic effect (dpeaa)DE-He213 Chiu, Yi-Min aut Enthalten in English Teaching & Learning Singapore : Springer Singapore, 2018 46(2021), 4 vom: 25. Sept., Seite 293-320 (DE-627)102766587X (DE-600)2937157-0 2522-8560 nnns volume:46 year:2021 number:4 day:25 month:09 pages:293-320 https://dx.doi.org/10.1007/s42321-021-00094-2 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 46 2021 4 25 09 293-320 |
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10.1007/s42321-021-00094-2 doi (DE-627)SPR048766046 (SPR)s42321-021-00094-2-e DE-627 ger DE-627 rakwb eng Min, Hui-Tzu verfasserin aut The Relative Effects of Giving Versus Receiving Comments on Students’ Revision in an EFL Writing Class 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © National Taiwan Normal University 2021 Abstract Current research on the relative effects of giving versus receiving peer comments on students’ revision has produced inconclusive results due to researchers’ inattention to topic difference. The study is aimed to complement extant literature by exploring the role of writing topic difference in the actual changes triggered by the comments students give versus those they receive and how these changes contribute to their revision amount, type, and quality in an English as a Foreign Language (EFL) writing class. Sixteen students participated in reciprocal peer review where they produced and reviewed different topics in three essay assignments. They received the same peer review training and instructions on responding to peer feedback during revision. The results show that students made significantly more macrostructure meaning changes based on the directives they received than on those they gave for the first and third assignments. They also made significantly more microstructure and meaning-preserving changes based on the directives they received in all three assignments. The average score of revision triggered by the directives students received was significantly higher than that triggered by the directives they gave for the first and third assignments. The results overall demonstrate that receiving peer feedback was more beneficial than giving peer feedback on students’ revision. Possible reasons include irrelevance of given comments to self-writing, students’ inability to see the relevance of given comments to self-writing, and authentic revising tasks for students as receivers. Receiving peer review (dpeaa)DE-He213 Giving peer review (dpeaa)DE-He213 Topic effect (dpeaa)DE-He213 Chiu, Yi-Min aut Enthalten in English Teaching & Learning Singapore : Springer Singapore, 2018 46(2021), 4 vom: 25. Sept., Seite 293-320 (DE-627)102766587X (DE-600)2937157-0 2522-8560 nnns volume:46 year:2021 number:4 day:25 month:09 pages:293-320 https://dx.doi.org/10.1007/s42321-021-00094-2 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 46 2021 4 25 09 293-320 |
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10.1007/s42321-021-00094-2 doi (DE-627)SPR048766046 (SPR)s42321-021-00094-2-e DE-627 ger DE-627 rakwb eng Min, Hui-Tzu verfasserin aut The Relative Effects of Giving Versus Receiving Comments on Students’ Revision in an EFL Writing Class 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © National Taiwan Normal University 2021 Abstract Current research on the relative effects of giving versus receiving peer comments on students’ revision has produced inconclusive results due to researchers’ inattention to topic difference. The study is aimed to complement extant literature by exploring the role of writing topic difference in the actual changes triggered by the comments students give versus those they receive and how these changes contribute to their revision amount, type, and quality in an English as a Foreign Language (EFL) writing class. Sixteen students participated in reciprocal peer review where they produced and reviewed different topics in three essay assignments. They received the same peer review training and instructions on responding to peer feedback during revision. The results show that students made significantly more macrostructure meaning changes based on the directives they received than on those they gave for the first and third assignments. They also made significantly more microstructure and meaning-preserving changes based on the directives they received in all three assignments. The average score of revision triggered by the directives students received was significantly higher than that triggered by the directives they gave for the first and third assignments. The results overall demonstrate that receiving peer feedback was more beneficial than giving peer feedback on students’ revision. Possible reasons include irrelevance of given comments to self-writing, students’ inability to see the relevance of given comments to self-writing, and authentic revising tasks for students as receivers. Receiving peer review (dpeaa)DE-He213 Giving peer review (dpeaa)DE-He213 Topic effect (dpeaa)DE-He213 Chiu, Yi-Min aut Enthalten in English Teaching & Learning Singapore : Springer Singapore, 2018 46(2021), 4 vom: 25. Sept., Seite 293-320 (DE-627)102766587X (DE-600)2937157-0 2522-8560 nnns volume:46 year:2021 number:4 day:25 month:09 pages:293-320 https://dx.doi.org/10.1007/s42321-021-00094-2 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 46 2021 4 25 09 293-320 |
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10.1007/s42321-021-00094-2 doi (DE-627)SPR048766046 (SPR)s42321-021-00094-2-e DE-627 ger DE-627 rakwb eng Min, Hui-Tzu verfasserin aut The Relative Effects of Giving Versus Receiving Comments on Students’ Revision in an EFL Writing Class 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © National Taiwan Normal University 2021 Abstract Current research on the relative effects of giving versus receiving peer comments on students’ revision has produced inconclusive results due to researchers’ inattention to topic difference. The study is aimed to complement extant literature by exploring the role of writing topic difference in the actual changes triggered by the comments students give versus those they receive and how these changes contribute to their revision amount, type, and quality in an English as a Foreign Language (EFL) writing class. Sixteen students participated in reciprocal peer review where they produced and reviewed different topics in three essay assignments. They received the same peer review training and instructions on responding to peer feedback during revision. The results show that students made significantly more macrostructure meaning changes based on the directives they received than on those they gave for the first and third assignments. They also made significantly more microstructure and meaning-preserving changes based on the directives they received in all three assignments. The average score of revision triggered by the directives students received was significantly higher than that triggered by the directives they gave for the first and third assignments. The results overall demonstrate that receiving peer feedback was more beneficial than giving peer feedback on students’ revision. Possible reasons include irrelevance of given comments to self-writing, students’ inability to see the relevance of given comments to self-writing, and authentic revising tasks for students as receivers. Receiving peer review (dpeaa)DE-He213 Giving peer review (dpeaa)DE-He213 Topic effect (dpeaa)DE-He213 Chiu, Yi-Min aut Enthalten in English Teaching & Learning Singapore : Springer Singapore, 2018 46(2021), 4 vom: 25. Sept., Seite 293-320 (DE-627)102766587X (DE-600)2937157-0 2522-8560 nnns volume:46 year:2021 number:4 day:25 month:09 pages:293-320 https://dx.doi.org/10.1007/s42321-021-00094-2 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 46 2021 4 25 09 293-320 |
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Min, Hui-Tzu |
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The Relative Effects of Giving Versus Receiving Comments on Students’ Revision in an EFL Writing Class Receiving peer review (dpeaa)DE-He213 Giving peer review (dpeaa)DE-He213 Topic effect (dpeaa)DE-He213 |
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relative effects of giving versus receiving comments on students’ revision in an efl writing class |
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The Relative Effects of Giving Versus Receiving Comments on Students’ Revision in an EFL Writing Class |
| abstract |
Abstract Current research on the relative effects of giving versus receiving peer comments on students’ revision has produced inconclusive results due to researchers’ inattention to topic difference. The study is aimed to complement extant literature by exploring the role of writing topic difference in the actual changes triggered by the comments students give versus those they receive and how these changes contribute to their revision amount, type, and quality in an English as a Foreign Language (EFL) writing class. Sixteen students participated in reciprocal peer review where they produced and reviewed different topics in three essay assignments. They received the same peer review training and instructions on responding to peer feedback during revision. The results show that students made significantly more macrostructure meaning changes based on the directives they received than on those they gave for the first and third assignments. They also made significantly more microstructure and meaning-preserving changes based on the directives they received in all three assignments. The average score of revision triggered by the directives students received was significantly higher than that triggered by the directives they gave for the first and third assignments. The results overall demonstrate that receiving peer feedback was more beneficial than giving peer feedback on students’ revision. Possible reasons include irrelevance of given comments to self-writing, students’ inability to see the relevance of given comments to self-writing, and authentic revising tasks for students as receivers. © National Taiwan Normal University 2021 |
| abstractGer |
Abstract Current research on the relative effects of giving versus receiving peer comments on students’ revision has produced inconclusive results due to researchers’ inattention to topic difference. The study is aimed to complement extant literature by exploring the role of writing topic difference in the actual changes triggered by the comments students give versus those they receive and how these changes contribute to their revision amount, type, and quality in an English as a Foreign Language (EFL) writing class. Sixteen students participated in reciprocal peer review where they produced and reviewed different topics in three essay assignments. They received the same peer review training and instructions on responding to peer feedback during revision. The results show that students made significantly more macrostructure meaning changes based on the directives they received than on those they gave for the first and third assignments. They also made significantly more microstructure and meaning-preserving changes based on the directives they received in all three assignments. The average score of revision triggered by the directives students received was significantly higher than that triggered by the directives they gave for the first and third assignments. The results overall demonstrate that receiving peer feedback was more beneficial than giving peer feedback on students’ revision. Possible reasons include irrelevance of given comments to self-writing, students’ inability to see the relevance of given comments to self-writing, and authentic revising tasks for students as receivers. © National Taiwan Normal University 2021 |
| abstract_unstemmed |
Abstract Current research on the relative effects of giving versus receiving peer comments on students’ revision has produced inconclusive results due to researchers’ inattention to topic difference. The study is aimed to complement extant literature by exploring the role of writing topic difference in the actual changes triggered by the comments students give versus those they receive and how these changes contribute to their revision amount, type, and quality in an English as a Foreign Language (EFL) writing class. Sixteen students participated in reciprocal peer review where they produced and reviewed different topics in three essay assignments. They received the same peer review training and instructions on responding to peer feedback during revision. The results show that students made significantly more macrostructure meaning changes based on the directives they received than on those they gave for the first and third assignments. They also made significantly more microstructure and meaning-preserving changes based on the directives they received in all three assignments. The average score of revision triggered by the directives students received was significantly higher than that triggered by the directives they gave for the first and third assignments. The results overall demonstrate that receiving peer feedback was more beneficial than giving peer feedback on students’ revision. Possible reasons include irrelevance of given comments to self-writing, students’ inability to see the relevance of given comments to self-writing, and authentic revising tasks for students as receivers. © National Taiwan Normal University 2021 |
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The Relative Effects of Giving Versus Receiving Comments on Students’ Revision in an EFL Writing Class |
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https://dx.doi.org/10.1007/s42321-021-00094-2 |
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Chiu, Yi-Min |
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10.1007/s42321-021-00094-2 |
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2024-07-03T21:20:19.463Z |
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