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ERIC Number: EJ878566
Record Type: Journal
Publication Date: 2010-Aug
Pages: 12
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0959-4752
The Effect of Instruction Type and Dyadic or Individual Emulation on the Quality of Higher-Order Peer Feedback in EFL
Van Steendam, Elke; Rijlaarsdam, Gert; Sercu, Lies; Van den Bergh, Huub
Learning and Instruction, v20 n4 p316-327 Aug 2010
Studies in peer feedback on written texts show that instruction in revision is necessary for the effectiveness of global feedback. Participants in the study were 247 university freshmen, native speakers of Dutch, who took the same Business English course, and were instructed a revision strategy following Schunk and Zimmerman's social cognitive model. Participants were first instructed through observation or practicing, followed by dyadic or individual emulation, with the aim to determine the most effective combination of instruction and emulation for revision. Results showed a significant interaction of the above two factors. If emulation happens individually, then observation and practice are equally effective in terms of strategy acquisition. For dyadic emulation to be productive, it needs to be preceded by observation. (Contains 3 tables and 4 figures.)
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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