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Peer Feedback Comments and Revision Strategies of L2 Writers: Insights from the Analyses of Their Reflection Texts
http://hdl.handle.net/10083/0002000177
http://hdl.handle.net/10083/00020001773df747b9-78dc-48f0-9d61-ec7874f20022
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
No10_p5-22.pdf (502 KB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
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| 公開日 | 2021-07-22 | |||||||||
| タイトル | ||||||||||
| タイトル | Peer Feedback Comments and Revision Strategies of L2 Writers: Insights from the Analyses of Their Reflection Texts | |||||||||
| 言語 | en | |||||||||
| 言語 | ||||||||||
| 言語 | eng | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | peer review | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | L2 writing | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | feedback comments | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | AWE | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | revision strategies | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| アクセス権 | ||||||||||
| アクセス権 | open access | |||||||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||||
| 著者 |
畠山, 由香子
× 畠山, 由香子
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| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | This paper aims to investigate what types of feedback comments pre-intermediate to intermediate learners of English in a women’s university in Japan generate in peer review. It also intends to clarify how the learners revise their essays. The participants consisted of two groups: One did peer review five times, and the other received automated writing evaluation (AWE) feedback four times before one peer-review occasion. The participants’ reflection texts were used as data for analyses. The findings suggest that second language (L2) learners provide more critical feedback than compliments and more comments on global aspects of essays than local points in both groups. Time-series analyses and comparison with a control group that received AWE feedback showed that the number of peer-review opportunities contributed to increased critical comments and the comments on global points. It was also found that more specific and writer-friendly feedback comments consisting of two or three steps increased as the participants became more experienced in peer review. In both groups, the rate of the writers’ incorporation of critical comments into their revisions was found to be high, and they also used their own ideas and judgments to revise their drafts. Implications of the findings and limitations of this research are discussed. | |||||||||
| 言語 | en | |||||||||
| 書誌情報 |
ja : お茶の水女子大学英文学会 研究報告 en : Journal of the Ochanomizu University English Society 巻 10, p. 5-22, 発行日 2021-03 |
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| 出版タイプ | ||||||||||
| 出版タイプ | VoR | |||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||
| 出版者 | ||||||||||
| 出版者 | お茶の水女子大学英文学会 | |||||||||
| 言語 | ja | |||||||||
