Collaborative revision in L2 writing: learners' reflections.
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. Int...
| Publicado en: | ELT Journal: English Language Teaching Journal Vol. 70; no. 3; pp. 296 - 308 |
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| Formato: | Artículo |
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Oxford University Press / USA
Jul2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=116369845&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 116369845 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 09510893 ELT jtl: ELT Journal: English Language Teaching Journal issn: 09510893 maglogo: N pubinfo: dt: Jul2016 vid: 70 iid: 3 pid: 622 pub: Oxford University Press / USA artinfo: ui: 116369845 10.1093/elt/ccv053 ppf: 296 ppct: 12 formats: tig: atl: Collaborative revision in L2 writing: learners' reflections. aug: au: Hanjani, Alireza Memari affil: TESOL Lecturer in the Department of English, the College of Humanities at Islamic Azad University, Islamshahr Branch, in Iran su: Foreign language education Language & education Conversation method (Language teaching) Deductive teaching Higher education sug: subj: Foreign language education Language & education Conversation method (Language teaching) Deductive teaching Higher education ab: 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. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2016 holdings: @attributes: islocal: N |
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