|Alternative Title||The Influence of Repeated Training in Peer Revision on EFL Learners' Revision Type, Writing Quality and Writing Proficiency
|Place of Conferral||兰州
|Other Abstract||Many researchers have investigated the role of trained peer revision on teaching and learning writing in ESL/EFL and have verified the practical application of peer revision in EFL/ESL class, yet how to train students in giving successful peer revision and teach students to perform better in writing assignments are still uncertain. The present study tends to examine the effects of repeated training in peer revision on EFL learners’ (a) revision type including surface changes and text-based changes according to Faigley and Witte’s revision category (1981); (b) writing quality, more specially from certain indicators fluency (W/T and W/EFT), accuracy (EFT/T) and complexity (C/T and TTR); (c) writing proficiency referring to IELTS scaling rubrics. Based on previous studies and theoretical underpinnings, the study aims to answer the following questions.
1. Does repeated training in peer revision have an effect on revision type made by EFL learners with different writing proficiencies?
2. For EFL learners with different writing proficiencies, does repeated training in peer revision influence the quality of their repeated writing in terms of accuracy, fluency and complexity?
3. Is there any difference in EFL learners’ writing proficiency after repeated training in peer revision?
The participants involved were 65 non-English major sophomores from Lanzhou University in China who were divided into two groups (low versus high) on the basis of writing pre-test. From the third to fifth week, they were required to write argumentative essays about 250 words in each week. From the sixth to 11th week, participants not only got repeated training if peer revision three times but also finished repeated writing of three pieces. Post-test was given in the 13th week. Besides, two questionnaires were distributed before and after the experiment for the purpose of obtaining participants’ attitudes towards this teaching method. During the period of 14 weeks, writings with revision (174), writing assignments (348) and writings finished in writing pre- and post-tests (116) were collected and then analyzed by SPSS 11.5.
The results showed that repetition of training in peer revision made participants notice and revise text-based errors, regardless of writing proficiency and that giving peer revision repeatedly led to more fluent, accurate and lexical complex essays for the group with low writing proficiency, not in syntactical complexity. However, it should be noted that the fr...|
刘燕霞. 重复介入培训同伴修改对外语学习者修改类型、写作质量和写作水平的影响[D]. 兰州. 兰州大学,2013.
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