Published
Self and Peer Correction to Improve College Students’ Writing Skills
La auto y la co-corrección para mejorar la habilidad escrita de estudiantes universitarios
DOI:
https://doi.org/10.15446/profile.v20n2.67095Keywords:
Peer correction, self-correction, writing skills (en)auto-corrección, co-corrección, habilidades de escritura (es)
This paper describes college students’ writing development process during their foreign language classes throughout a semester. Self and peer correction were implemented to promote error awareness along with the use of an error code and error log in a fifth semester class. The results show that both strategies benefited students’ writing skills and self-awareness which in turn produced, among other outcomes, the development of critical self-assessment of their writing and responsibility for their own learning. This study highlights the importance of allocating class time for continuous training to allow students to systematize their writing practices.
References
Bitchener, J., Young, S., & Cameron, D. (2005). The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing, 14(3), 191-205. https://doi.org/10.1016/j.jslw.2005.08.001.
Buckingham, L., & Aktuğ-Ekinci, D. (2017). Interpreting coded feedback on writing: Turkish EFL students’ approaches to revision. Journal of English for Academic Purposes, 26, 1-16. https://doi.org/10.1016/j.jeap.2017.01.001.
Cassany, D. (1989). Describir el escribir: cómo se aprende a escribir [Describing writing: How you learn to write]. Barcelona, ES: Paidós.
Cassany, D. (2000). Reparar la escritura: didáctica de la corrección de lo escrito [Repairing writing: Didactics of text correction]. Barcelona, ES: Graó.
Encinas, F., Keranen, N. S., & Salazar, M. G. (2010). An overview of EFL writing research. In S. Santos (Ed.), EFL writing in Mexican universities: Research and experience (pp. 8-21). Tepic, MX: Universidad Autónoma de Nayarit.
Englander, K. (2010). An analysis of the awkward scholarly writing in English by L2 writers. In S. Santos (Ed.), EFL writing in Mexican universities: Research and experience (pp. 55-71). Tepic, MX: Universidad Autónoma de Nayarit.
Fahimi, Z., & Rahimi, A. (2015). On the impact of self-assessment practice on writing skill. Procedia: Social and Behavioral Sciences, 192, 730-736. https://doi.org/10.1016/j.sbspro.2015.06.082.
Ferris, D. R. (2011). Treatment of error in second language student writing. Michigan, US: The University of Michigan Press. https://doi.org/10.3998/mpub.2173290.
Hanrahan, S., & Isaacs, G. (2001). Assessing self- and peer-assessment: The students’ views. Higher Education Research and Development, 20(1), 53-70. https://doi.org/10.1080/07294360123776.
Hayes, J. R., & Flower, L. (1980). Identifying the organization of writing processes. In L. Gregg & E. Seinberg (Eds.), Cognitive processes in writing: An interdisciplinary approach (pp. 3-30). Hillsdale, US: Lawrence Erlbaum.
Hidalgo, H. (2010). Higher education in Mexico and its writing practices: The role of literacy. In S. Santos (Ed.), EFL writing in Mexican universities: Research and experience (pp. 181-208). Tepic, MX: Universidad Autónoma de Nayarit.
Hinkel, E. (2015). Effective curriculum for teaching L2 writing: Principles and techniques. NewYork, US: Routledge.
Kamimura, T. (2006). Effects of peer feedback on EFL student writers at different levels of English proficiency: A Japanese context. TESL Canada Journal, 23(2), 12-39. https://doi.org/10.18806/tesl.v23i2.53.
Kubota, M. (2001). Error correction strategies used by learners of Japanese when revising a writing task. System, 29(4), 467-480. https://doi.org/10.1016/S0346-251X(01)00026-4.
Lalande, J. F. (1982). Reducing composition errors: An experiment. The Modern Language Journal, 66(2), 140-149. https://doi.org/10.1111/j.1540-4781.1982.tb06973.x.
Maftoon, P., Shirazi, M. A., & Daftarifard, P. (2011). The effect of recast vs. self correction on writing accuracy. BRAIN: Broad Research in Artificial Intelligence and Neuroscience, 2(1), 17-28.
Martins, I. (2005). On academic writing in Latin America: The cases of Argentina, Mexico and Venezuela. L1-Educational Studies in Language and Literature, 5(3), 251-263. https://doi.org/10.1007/s10674-005-8559-2.
McDonald, S., & Salomone,W. (2012). The writer’s response: A reading-based approach to writing (5th ed.). Boston, US: Wadsworth.
Miao, Y., Badger, R., & Zhen, Y. (2006). A comparative study of peer and teacher feedback in a Chinese EFL writing class. Journal of Second Language Writing, 15(3), 179-200. https://doi.org/10.1016/j.jslw.2006.09.004.
Mora, A. (2017). Writer identity construction in Mexican students of applied linguistics. Cogent Education, 4(1), 1-13. https://doi.org/10.1080/2331186X.2017.1365412.
Moussaoui, S. (2012). An investigation of the effects of peer evaluation in enhancing Algerian students’ writing autonomy and positive affect. Procedia: Social and Behavioral Sciences, 69, 1775-1784. https://doi.org/10.1016/j.sbspro.2012.12.127.
Murray, D. M. (2003). Teach writing as process not product. In V. Villanueva (Ed.), Cross-talk in comp theory: A reader (pp. 3-6). Urbana, US: National Council of Teachers of English.
Ortiz, S. (Ed.). (2014). La formación humanista en la educación superior: modelo humanista integrador basado en competencias. México, D.F.: Gedisa.
Roux, R. (2012). Academic literacy practices in applied linguistics: Hanging around the border of peripheral participation. MEXTESOL Journal, 36(2), 1-15.
Roux, R., Mora, A., & Trejo, N. P. (2011). Exploring writer identity in Mexican EFL students’ academic writing. Íkala, Revista de Lenguaje y Cultura, 16(2), 93-115.
Pallant, A. (2004). English for academic study. New York, US: Garnet Education.
Pishghadam, R., & Kermanshahi, P. N. (2011). Peer correction among Iranian English language learners. European Journal of Educational Studies, 3(2), 217-227.
Sultana, A. (2009). Peer correction in ESL classroom. BRAC University Journal, 6(1), 11-19.
Tierney, R. J., & Pearson, P. D. (1983). Toward a composing model of reading [Reading Education Report No. 43] Champaign, US: University of Illinois at Urbana-Champaign. Retrieved from: https://www.ideals.illinois.edu/bitstream/handle/2142/17470/ctrstreadeducrepv01983i00043_opt.pdf?sequence=1.
Topping, K. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68(3), 249-276. https://doi.org/10.3102/00346543068003249.
Yang, Y.-F. (2010). Students’ reflection on online self-correction and peer review to improve writing. Computers & Education, 55(3), 1202-1210. https://doi.org/10.1016/j.compedu.2010.05.017.
Zemach, D. E., & Rumisek, L. A. (2003). College writing: From paragraph to essay. Oxford, UK: Macmillan Publishers.
Zeng, Y. (2006). Peer feedback in college SLW classroom. Sino-US English Teaching, 3(3), 23-35.
Zohrabi, M., & Rezaie, P. (2012). The role of form-focused feedback on developing students’ writing skill. Theory and Practice in language Studies, 2(7), 1514-1519. https://doi.org/10.4304/tpls.2.7.1514-1519.
Dimensions
PlumX
Article abstract page views
Downloads
How to Cite
License
Copyright (c) 2018 PROFILE Issues in Teachers' Professional Development
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
You are authorized to copy and redistribute the material in any medium or format as long as you give appropriate credit to the authors of the articles and to Profile: Issues in Teachers' Professional Development as original source of publication. The use of the material for commercial purposes is not allowed. If you remix, transform, or build upon the material, you may not distribute the modified material.
Authors retain the intellectual property of their manuscripts with the following restriction: first publication is granted to Profile: Issues in Teachers' Professional Development.
