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ERIC Number: EJ871813
Record Type: Journal
Publication Date: 2010-Mar
Pages: 11
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0346-251X
Effects of Peer- versus Self-Editing on Students' Revision of Language Errors in Revised Drafts
Mawlawi Diab, Nuwar
System: An International Journal of Educational Technology and Applied Linguistics, v38 n1 p85-95 Mar 2010
Previous research on the effects of peer-editing in bringing about language development generally examined the linguistic performance of only a few students and did not focus on specific language errors nor used a control group. To counteract these limitations, this study used a pre-test/post-test comparison group quasi-experimental design to compare the effects of peer-editing to that of self-editing on students' correction of specific language errors in revised drafts. The language errors under study are two rule-based errors (subject/verb agreement, pronoun agreement) and two non rule-based errors (wrong word choice, awkward sentence structure). Results revealed that compared to the comparison group, the experimental group significantly reduced their rule-based errors in revised drafts but not the non rule-based errors. Since both groups received teacher instruction in editing language errors, but only the experimental group engaged in peer-editing, these results may be attributed to peer-editing. The study contributes to teaching pedagogy by encouraging teachers to use peer-editing in the writing classroom and to focus on the correction of few language errors to bring about language development. (Contains 1 table.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A