Date of Award
8-2003
Culminating Project Type
Thesis
Degree Name
English: Teaching English as a Second Language: M.A.
Department
English
College
College of Liberal Arts
First Advisor
Choonkyong Kim
Second Advisor
Marya Teutsch-Dwyer
Third Advisor
Maria Mikolchak
Keywords and Subject Headings
Revision/editing of writing in ELL classrooms
Abstract
PROBLEM:
This project sought to examine factors within self- and peer-revision in the writing process of Intensive English Center Level 3 students. The project also concentrated on if student-grouped pairs incorporated more peer comments than teacher-grouped pairs.
PROCEDURE:
Two separate essays, a compare/contrast essay and an observation essay, were examined through their revision processes, one teacher-grouped and one student-grouped. The first focus of investigation was areas of writing (content, organization, content, vocabulary, grammar, mechanics, and false repairs) as defined in a study by Villamil and De Guerrero (1998). In addition, the essays were examined for what type of revisions (self, peer, self-peer) were used most often and in which of the previously mentioned areas. To complete the project, the subjects were also given a survey to determine their feelings toward the entire process.
FINDINGS:
Results show that micro-skills (Grammar and Mechanics) were most commonly changed. Also, self-revision was used most often; however, peer-revisions were used at high degrees when suggestions were made. In conclusion, student-chosen groups do not predict complete incorporation of peer comments; however, students, in general, provided and/or accepted comments at a higher rate when they were allowed to choose their own groups.
Recommended Citation
Wangen, Kari, "Effects of Group Choice in Peer- and Self-Revision in an English-Learning L2 Classroom" (2003). Culminating Projects in TESL. 68.
https://repository.stcloudstate.edu/tesl_etds/68
