Earticle

초록

영어

The present study investigated the types of peer reviews and revisions by Korean EFL college students on their writing, and described students’ perception towards peer review. It comprised of a sample of twelve college students joined in this peer review and revision process through surveys and in-depth interviews. The results demonstrate that the participants’ peer review paid more attention to addition and positive praise, and their revisions focused on corrections, additions, and no revision. Based on the holistic and analytic scoring results, it indicates that the peer review activity did not reach the expected increase in writing quality. However, participants increased in C-test scores and vocabulary, and employed many writing strategies from their peers. After the peer review process, the participants recognized that the peer review interaction helped them improve their learning: how to share ideas, organize their writing, compare different thoughts of peers, read each other’s writings, and find out their own strengths and weaknesses. The results showed that the participants became more positive towards writing in English because they became less anxious in writing as they repeatedly engaged in the peer review process.

목차

Abstract
I. Introduction
II. Literature Review
2.1 Effects of Peer Review in L2 Writing
2.2 Revision in Writing
2.3 Attitudes towards Peer Review
III. Method
3.1 Participants
3.2 Data Collection
3.3 Data Analysis
IV. Findings
4.1 Peer Review Types
4.2 Revision Types
4.3 Effects of Peer Review on Students’ Writing Skills
4.4 Students’ Perceptions towards Peer Review
V. Discussion and Conclusion
Works Cited
Appendices

키워드

저자

• Eunsook Kwon [ Keimyung University ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [Studies on English Language & Literature]

• 간기

  계간

• pISSN

  1226-8682

• 수록기간

  1972~2020

• 십진분류

  KDC 840 DDC 820