International Journal of English Language Education
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EFL College Writers’ Perspectives on Peer Revisions of De-emphasizing Grammar Correction in Taiwan
Dept. of Applied English, Hsiuping University of Science and Technology 11 Gongye Rd., Dali Dist. Taichung City 41280, Taiwan, R.O.C.
The purpose of this study is to attempt to realize EFL college students’ perspectives on
conducting peer revision in the writing class. Students acted as both readers and writers. They
were asked to complete feedback questionnaires once they finished editing their peer’s work.
In their feedback, they pointed out their preferred parts of the essay and describe the reasons
for their preference. At the same time, they reflected upon their peer’s editing of their own
essays. Throughout this process, they were asked to keep in mind the idea writing interesting
and engaging essays through the use of narrative, i.e. “telling stories.” The findings indicated
that some students could not understand their peer’s writing because of weak sentence
structures. Therefore, they had difficulty elaborating upon and articulating their preferred
parts of their peers’ writings. However, others highlighted their preference points by relating
how they’d encountered similar experiences to those that appeared in their peers’ writings. In
this, they sensed that they shared the same or similar experiences and stories. By
encountering peer revision, almost all of the students involved agreed that the process was
very helpful for them to improve their own essays.
peer revision, narratives, grammar de-emphasis, collaborative learning
Date Deposited : 26 Apr 2014 11:03
Official URL: http://www.macrothink.org/journal/index.php/ijele/article/view/4209/3478
Last Modified : 26 Apr 2014 11:03
Volume 1, Number 3, - 2013 , ISSN 2325-0887
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