The Efficacy of Peer Review in Improving E.S.L. Students' Online Writing

This mixed method study investigated the development of E.S.L. writers' skills in revision when scaffolded by peer reviewers, with Lev Vygotsky's social-interactionist theory as the framework. Repeated-measures ANCOVA analyzed scores of four essay projects (first drafts and revisions) evaluated by blind holistic readings with a pretest score as covariant. Participants came from existing sections at a state university in the South in which the instruction was the same. The experimental group wrote revisions based on peer feedback; the control group received instructor feedback. Qualitative data came from semi-structured interviews with participants. Neither group showed significant improvement (at .05) in revising. Interviews revealed participants’ perception that they had improved and also their preference for instructor feedback.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Curriculum and Instruction

Year

2006

Author dc:creator

• Butcher, Kathryn Fiddler

Contributors dc:contributor

• Speaker, Jr. Richard
• Barnitz, John
• Cooke, John

• Teaching english as a second language

Repository record dc:identifier

https://scholarworks.uno.edu/td/381

OAI identifier oai:identifier

oai:scholarworks.uno.edu:td-1402