Peer Correction Research Articles

Strategy-based Peer Assistance in EFL Writing: An Alternative to Traditional Peer Correction

Peer correction is one of the ways whereby feedback is provided to language learners, especially in foreign language learning situations where meaning-focused instruction is aided by form-focused activities to accelerate the learning process. However, studies on peer correction show that the problems of the practice are more than its advantages. Based on observation of process-oriented EFL writing classes at the university level, we propose strategy-based peer assistance (SPA) as an alternative to traditional peer correction (TPC). SPA enjoys the benefits of TPC and solves most of the problems inherent in it. SPA fosters cooperative and alleviates the teacher’s task of correcting students’ work. Because it is based on the natural communication strategy of appeal for assistance it is more learner-centered and safeguards against the social, psychological, organization and time constraint problems from which TPC suffers. Hence, TPC should be abandoned in favor of SPA.

Cooperative Structures of Interaction in a Public School EFL Classroom in Bogotá

In deprived socio cultural contexts like those characterizing the suburbs of Bogotá, cooperative learning (CL) appears as an alternativeto cope with student problems of interpersonal communication and conflict derived largely from gossiping, information distortion, and verbal aggressiveness that result in an inappropriate learning environment. As a result of implementing this action research study with 8th graders in a public school of Usme, in the south east of Bogotá, students’ original negative influence over their peers turned into positive mediation, featured by peer monitoring, peer correction, and peer feedback. Such a change, which was evident in class audio and video recordings, as well a ssuccessful CL task development, occurred thanks to the joint establishment of rules for cooperative interaction with their corresponding roles, functions, times, and spaces immersed in the implemented CL structures of interaction. This way, students raised awareness of the crucial factors involved in effective oral communication and the importance of reporting information accurately for well-informed opinions and decisions. Students’ improvement in the oral communication processes contributed significantly to a better classroom social environment for learning.

Self-correction among Iranian EFL Learners: An Investigation into their Preferences for Corrective Feedback

This article reports on the self-correction of Iranian EFL learners, their preferences regarding corrective feedback and the speech act through which they correct their own mistakes. The participants were 160 EFL learners from different language institutes, who have been selected from females and males, adults and teenagers and three different proficiency levels- starter, intermediate and advanced. A questionnaire was designed which proposed a situation where a mistake is made. Based on the frequency and percentage of the options selected by the participants, the provided answers were analyzed and the influence of age, gender and proficiency level on the speech act of correction was discussed in detail. The obtained results suggested that Iranian EFL learners prefer self-correction to teacher and peer correction when they themselves notice a mistake in their utterances.

Peer Correction: The Key to Improve the Iranian English as a Foreign Language Learners’ Productive Writing Skill

The students’ errors are so various and frequent that obsesses teachers’ minds a lot. Thus, different methods to correct errors have been proposed. The purpose of this study is to find the effect of peer correction on students’ writing improvement. Since most of the educational classes are carried out based on teacher-centered feedback approach, it seems that education method of peer correction can be an appropriate solution to help students gain awareness of their positives and negatives in a way that the peers can express those points left unnoticed to language learners in a safe atmosphere. In this study, sixty subjects who were female students studying English at Islamic Azad University were selected. They were divided into experimental and control groups, and both groups were given a pre-test in the first session. The pretest consisted of two tests, one was a Michigan Test to determine the homogeneity of the groups, and the other was a writing test. At the end of the semester, a posttest (a writing test) was administered to both groups to be sure of the effect of the treatment. The statistical analyses of pre-test and post-test proved that peer correction was useful in improving the subjects’ writing skill.

COLLABORATIVE WRITING IN TEACHING SAKUBUN)

This study was intended to find out how collaborative writing gives better effects to thestudent’s Japanese ability in writing. There were three aspects that investigated: (1) Teachinglearning process, (2) Learner and teacher finding problems in collaborative writing, (3)Student’s suggestion of collaborative writing. This study employed descriptive qualitativedesign by using classroom observations and interview method to collect the data. The majorfindings of this study are: (1) Collaborative writing enable student to practice and developwriting skills, however, the lack of grammar ability cause peer correction not appropriate, (2)Teaching learning sakubun becomes more various by using this technique.

Educational Plan for writing through correcting composition - In regard to 4steps peer correction model : analysis - diagnose - recipe - discuss -

Educational Plan for writing through correcting composition - In regard to 4steps peer correction model : analysis - diagnose - recipe - discuss -

Compreender a interação que ocorre durante um PEER CORREÇÃO DE ATIVIDADE E SEUS EFEITOS SOBRE A REVISÃO DA ESCRITA TEXTOS

In this study I investigate the interactions performed by two students from theCurso de Letras/Inglês at UFG during a peer correction activity. The main aimof this study is to understand how this interactive way of correction influencesthe re-writing of those students’ texts. The data show that not only does thepeer correction activity improve the written texts, but it also serves as a momentin which the students have the chance to use the language orally and to reflectupon it.

ESL Children’s Second Language Learning through Cooperative Learning

Kim, Myonghee. (2007). ESL children’s second language learning through cooperative learning. English Teaching, 62(3), 153-175. In the field of education, there has been a growing interest in cooperative learning. Cooperative learning is an instructional strategy in which two to six learners work together in the completion of a group task, relying on mutual help. This article explores how cooperative learning affected opportunities for learning English as a second language. Sixteen children were frequently involved in cooperative learning in a fourth grade ESL classroom. Methods of data collection included participant observation, audio-taping, interviews with the teacher, and field notes. Using classroom discourse analysis as a framework, this study analyzed naturally occurring classroom discourse to look at verbal interaction patterns and their influence on L2 development. The present study also examined the roles the teacher played in the students’ learning experiences during cooperative learning. Careful analysis of the classroom discourse identified four different types of verbal interaction, which might influence opportunities for L2 development: a) self-correction, b) peer correction, c) repetition, and d) request for assistance. Data analysis also showed that fruitful cooperative learning requires a combination of macro (e.g., lesson planning and organization) and micro level (e.g., moment-to-moment classroom interaction) of teacher’s responsibility.

The Impact of Diary Analysis on Teaching/Learning Writing

With the advent of qualitative research, the description of the processes of language learning has been of focal interest. Diaries- detailed and comprehensive descriptions of subjects' second language acquisition behavior- shed light on interesting themes in this regard. Diary, in this study, specifically refers to students' reactions to class events, materials and the instructor. The present research reports a personal experience to investigate the impact of diary analysis on teaching writing: detecting the problematic areas, evolving teacher/ teaching assessment and particularly facilitating and thus developing students' writing ability. 80 Farsi-speaking undergraduate students majoring in EFL at Allameh Tabatabii University served as subjects. The students were taking their writing courses with the researcher. They were to write their reactions, comments, questions and feelings for 5-10 minutes at the end of each session. The procedure continued for 13 sessions. Examination and analysis of students' diaries revealed to the researcher that it was a useful practice in identifying students' particular areas of difficulty and interest, thus leading her to revise the syllabus and revise the materials. They all opted for simpler texts, enjoyed peer correction, wished to discuss recurring problems in class, to name a few instances. Still more, students reported enjoying the realistic task of having active dialogs, which indirectly led them to practice and improve writing. The use of diaries may be recommended to teachers and students to facilitate and improve teaching and learning writing.

Teachers' Practices and Students' Preferences for Feedback on Second Language Writing: A Case Study of Adult ESL Learners

The first part of this study investigated the fit between teachers' practices and students' preferences for feedback and the students' strategies for handling feedback on their written work. The second part of this study focused on students' perception of "thinking prompts" for their writing, an innovative approach used in their ESL writing classes, following Bereiter and Scardamalia's idea of "procedural facilitation" (1987). Thirty-nine students in ESL intensive courses and an ESL Engineering writing class were asked to fill out a questionnaire concerning feedback and thinking prompts. In addition, three classes were observed to see how each teacher used feedback and thinking prompts in their classes and for responding to students' writings. The results show that students preferred teacher feedback (teacher correction, teacher correction with comments, error identification, commentary, teacher-students conferencing) to non-teacher feedback (peer correction and self correction), though the three teachers used non-teacher feedback frequently in their classes. These students' strategies for handling feedback varied depending on the type of feedback each teacher gave on the student's paper. Among the thinking prompts, students found the rule prompt most useful and the LUL2 comparison prompt least useful. The results suggest that the extent to which the thinking prompts are integrated in the class and students conceptualize them is reflected in their attitudes toward thinking prompts.

The Ecological Validity of Error Analysis and Peer Correction

The Ecological Validity of Error Analysis and Peer Correction

Peer Correction Procedures for Intermediate and Advanced ESL Composition Lessons

Dissatisfaction with the results of using conventional procedures for the correction of student compositions led me to experiment with four peercorrection strategies with intermediate and advanced ESL classes. These four strategies, along with a discussion of their advantages and disadvantages, are presented as detailed procedures that other ESL teachers, if interested, would be able to apply or modify. I have concluded that the use of such peer-correction procedures results in increasingly more accurate and responsible written work on the part of most students and fosters a more constructive classroom atmosphere for teaching the correctional aspects of composition.