Longitudinal study of a procedure for training low-proficiency english language students

Asian-Pacific Journal of Second and Foreign Language Education

Research

Nouf Jazaa Aljohani¹ 

[1] Department of Language and Translation, University of Jeddah, Jeddah, Saudi Arabia;

关键词: Peer review;    Longitudinal action research;    Assessment rubric;    EFL students;   

DOI  :  10.1186/s40862-022-00154-5

 received in 2022-02-04, accepted in 2022-07-08,  发布年份 2022

来源: Springer

【 摘 要 】

In this research study, unlike previous studies that have examined the advantages of peer review for low proficiency students, uses a longitudinal action mixed methods design is used to explore the impact of peer review on the academic writing of students with low English proficiency. The format was a longitudinal action study, which analyzed the written peer review feedback, essays, and reflections of 40 learners. Results showed that at the beginning of the study, the students experienced challenges in identifying problems with rhetorical content of their peers and by the end of 11 weeks, they were able to provide succinct peer feedback that included examples and explanations of classmates’ grammatical and rhetorical errors. Results also showed improvement in their own writing skills. Implications for implementing peer review in foriegn language writing contexts are discussed.

【 授权许可】

CC BY   
© The Author(s) 2022. corrected publication 2023

【 图 表 】

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