Date of Award
5-2006
Degree Type
Dissertation
Degree Name
Ph.D.
Degree Program
Curriculum & Instruction
Department
Curriculum and Instruction
Major Professor
Speaker, Jr. Richard
Second Advisor
Barnitz, John
Third Advisor
Cooke, John
Fourth Advisor
Austin, Patricia
Fifth Advisor
Casbergue, Renee
Abstract
This mixed method study investigated the development of E.S.L. writers' skills in revision when scaffolded by peer reviewers, with Lev Vygotsky's social-interactionist theory as the framework. Repeated-measures ANCOVA analyzed scores of four essay projects (first drafts and revisions) evaluated by blind holistic readings with a pretest score as covariant. Participants came from existing sections at a state university in the South in which the instruction was the same. The experimental group wrote revisions based on peer feedback; the control group received instructor feedback. Qualitative data came from semi-structured interviews with participants. Neither group showed significant improvement (at .05) in revising. Interviews revealed participants’ perception that they had improved and also their preference for instructor feedback.
Recommended Citation
Butcher, Kathryn Fiddler, "The Efficacy of Peer Review in Improving E.S.L. Students' Online Writing" (2006). University of New Orleans Theses and Dissertations. 381.
https://scholarworks.uno.edu/td/381
Rights
The University of New Orleans and its agents retain the non-exclusive license to archive and make accessible this dissertation or thesis in whole or in part in all forms of media, now or hereafter known. The author retains all other ownership rights to the copyright of the thesis or dissertation.