Por favor, use este identificador para citar o enlazar este ítem: http://hdl.handle.net/10201/73882

Título: Collective peer scaffolding, self-revision, and writing progress of novice EFL learners
Fecha de publicación: 2019
Editorial: Servicio de Publicaciones, Universidad de Murcia
ISSN: 1989-6131
Materias relacionadas: CDU::8- Lingüística y literatura
Palabras clave: Collective peer scaffolding
Self revision
L2 learners’ writing progress
Feedback
EFL paragraph writing
Resumen: This classroom-based study examined the effect of collective peer scaffolding activity on narrative and descriptive self-revised drafts and new paragraphs developed by 32 EFL university students in a paragraph writing course in Iran. Each genre was discussed and practiced every other week and was followed by a collective peer scaffolding session. For each genre, learners were required to develop a 150-word paragraph in two drafts (pre- and post-collective scaffolding) and email them to their lecturer within five days before the next sessions were held. They also developed a new narrative and descriptive paragraphs a month after the semester had finished. Eight volunteer students were also interviewed and their reactions to collective peer scaffolding were elicited at the end of the course. Students’ pre- and post-collective peer scaffolding drafts, new paragraphs, and interview data analysis revealed that the activity improved learners’ self-revision skill and the experience was favored by the participants.
Autor/es principal/es: Memari Hanjani, Alireza
Colección: Vol.19 (1), 2019
URI: http://hdl.handle.net/10201/73882
Tipo de documento: info:eu-repo/semantics/article
Número páginas / Extensión: 17
Derechos: info:eu-repo/semantics/openAccess
Attribution-NonCommercial-NoDerivatives 4.0 International
Aparece en las colecciones:2019, V. 19, N. 1

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