Date of Award
Curriculum & Instruction
Curriculum and Instruction
Speaker, Jr. Richard
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 participantsâ€™ perception that they had improved and also their preference for instructor feedback.
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.