Dissertation > Language, writing > FOREIGN > English > Language teaching > Teaching method

The Influence of Repeated Training in Peer Revision on EFL Learners’ Revision Type, Writing Quality and Writing Proficiency

Author LiuYanXia
Tutor LuYuZuo
School Lanzhou University
Course Foreign Linguistics and Applied Linguistics
Keywords repetition trained peer revision revision type writing quality writingproficiency
CLC H319.3
Type Master's thesis
Year 2013
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Many researchers have investigated the role of trained peer revision on teaching and learning writing in ESL/EFL and have verified the practical application of peer revision in EFL/ESL class, yet how to train students in giving successful peer revision and teach students to perform better in writing assignments are still uncertain. The present study tends to examine the effects of repeated training in peer revision on EFL learners’(a) revision type including surface changes and text-based changes according to Faigley and Witte’s revision category (1981);(b) writing quality, more specially from certain indicators fluency (W/T and W/EFT), accuracy (EFT/T) and complexity (C/T and TTR);(c) writing proficiency referring to IELTS scaling rubrics. Based on previous studies and theoretical underpinnings, the study aims to answer the following questions.1. Does repeated training in peer revision have an effect on revision type made by EFL learners with different writing proficiencies?2. For EFL learners with different writing proficiencies, does repeated training in peer revision influence the quality of their repeated writing in terms of accuracy, fluency and complexity?3.1s there any difference in EFL learners’writing proficiency after repeated training in peer revision?The participants involved were65non-English major sophomores from Lanzhou University in China who were divided into two groups (low versus high) on the basis of writing pre-test. From the third to fifth week, they were required to write argumentative essays about250words in each week. From the sixth to11th week, participants not only got repeated training if peer revision three times but also finished repeated writing of three pieces. Post-test was given in the13th week. Besides, two questionnaires were distributed before and after the experiment for the purpose of obtaining participants’ attitudes towards this teaching method. During the period of14weeks, writings with revision (174), writing assignments (348) and writings finished in writing pre-and post-tests (116) were collected and then analyzed by SPSS11.5.The results showed that repetition of training in peer revision made participants notice and revise text-based errors, regardless of writing proficiency and that giving peer revision repeatedly led to more fluent, accurate and lexical complex essays for the group with low writing proficiency, not in syntactical complexity. However, it should be noted that the frequency of repetition had a significant difference in fluency, accuracy and complexity of different writing groups. In addition, two writing proficiency tests (pre-test versus post-test) also confirmed the evident improvement of different groups in writing proficiency. Moreover, two different questionnaires before and after the experiment reconfirmed the effectiveness of repeated training in peer revision.The current study is an attempt in exploring the effect of repetition in training and giving peer revision on revision type, writing quality and writing proficiency, hoping to provide useful and practical suggestions for teachers and students in designing a better writing class and acquiring an efficient method of improving writing ability.

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