ERIC Number: ED463651
Record Type: RIE
Publication Date: 2001-Mar
E-Feedback's Impact on ESL Writers' Revisions.
This paper describes a method of investigating the role and impact of electronic peer/teacher feedback on the revision process of English-as-a-Second-Language (ESL) writers. Participants are classes of intermediate or advanced college bound ESL writers who meet in Internet-accessible classrooms. They perform their writing and peer responses online during class. Students and instructors receive coaching on effective response concepts at the beginning of the semester. They also receive training in technology use. Writers produce three different essays during the semester with at least two revisions per essay. After the writer drafts and posts each essay online, teachers and peers read the drafts and write and post their responses directly in the browser, and the writers revise their papers. All data are analyzed as they are received. Drafts are analyzed using a rubric adapted from Hall's research analysis (1990). The rubric includes three categories (level, type, and purpose of revision). Peer and teacher responses to using electronic collaborative software are evaluated. Interviews are conducted throughout the semester. ESL writers who receive feedback indicate that they see the benefits of electronic feedback, which impacts revisions, provides detailed written comments, and alters writing pressure. (Contains 65 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of Teachers of English to Speakers of Other Languages (TESOL) (St. Louis, MO, February 27-March 3, 2001).