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ERIC Number: EJ1105913
Record Type: Journal
Publication Date: 2016-Jul
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0951-0893
Collaborative Revision in L2 Writing: Learners' Reflections
Memari Hanjani, Alireza
ELT Journal, v70 n3 p296-307 Jul 2016
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A