Peer Response with Process-oriented, Standards-based Writing for Beginning-level, Second Language Learners of Spanish

Abstract

In an attempt to increase second language (L2) learners’ understanding of the benefits associated with the process approach to writing and, more specifically, to gain their appreciation of how their peers might contribute to the quality of their writing, in this study peer revision was modified between two groups of lower-level proficiency L2 students. The modification to peer revision was predicated on an attempt to more closely align L2 writing instructional practice with the spirit of the National Standards for Foreign Language Education (2006). Identical surveys were administered to separate groups of learners before and after the alteration. They revealed a positive shift in learners’ attitude in regard to the writing process in general and, more specifically, in how they viewed assistance offered by their peers.