The effectiveness of trained peer response on ESL students’ writing quality and revision types (Record no. 20261)

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005 - DATE AND TIME OF LATEST TRANSACTION
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040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Shatila, Safaa Abdul-Salam
Miscellaneous information Master Education TESOL
245 14 - TITLE STATEMENT
Title The effectiveness of trained peer response on ESL students’ writing quality and revision types
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Lebanese American University. School of Arts and Sciences. Education Department
Date of publication, distribution, etc. 2010
300 ## - PHYSICAL DESCRIPTION
Extent 78 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. This action research investigates the effectiveness of trained peer response on ESL students’ revision types and writing quality. Eighteen female eighth graders in a Lebanese school participated in the study. Tools used to collect data included two guideline sheets to aid the participants during the editing stage, the Taxonomy of Witte and Faigley to analyze the types of revisions made after peer- revisions, an iBT / TOEFL rubric to score students’ first and second drafts in order to check if their writing has improved, and an interview at the end of the treatment to show students’ perceptions and beliefs towards peer- editing. The study lasted for two weeks and consisted of six stages which are: training and modeling, one-on-one ten- minute student- teacher conference, writing the first draft, peer- editing, writing the second draft, and one-on-one interview with the students. Thus, the results of the study were triangulated and indicated that the students made more meaning changes (58%) than surface- level changes (41%), and that their writing quality of the second draft has improved. These findings reveal an improvement in students’ writing quality in an ESL context in favor of training in peer- editing.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element English Language Education Teaching Methods
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element L’enseignement de la Langue Anglaise Méthodes d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Pairs
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Peers
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element الأقران
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تعليم اللغة الانكليزية طرق التعليم
9 (RLIN) 150
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=64793">http://search.shamaa.org/FullRecord?ID=64793</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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