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Article: Do Secondary L2 Writers Benefit from Peer Comments?

TitleDo Secondary L2 Writers Benefit from Peer Comments?
Authors
Issue Date2000
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/jslw
Citation
Journal Of Second Language Writing, 2000, v. 9 n. 2, p. 147-170 How to Cite?
AbstractThe bulk of the studies conducted on the effectiveness of teacher comments and peer comments have been done with tertiary L2 learners, and conflicting findings have been obtained. While some found that peer comments were viewed with skepticism and induced little revision, others found that they did help learners to identify and raise awareness of their strengths and weaknesses in writing. This article reports on a study of the roles of teacher and peer comments in revisions in writing among secondary L2 learners in Hong Kong. Both quantitative and qualitative data were obtained and triangulated. The findings show that some learners incorporated high percentages of both teacher and peer comments, some incorporated higher percentages of teacher comments than peer comments, and others incorporated very low percentages of peer comments. While all learners favored teacher comments and saw the teacher as a figure of authority that guaranteed quality, only those who incorporated very low percentages of peer comments dismissed them as not useful. From the interviews with the learners, four roles of peer comments that contributed positively to the writing process were identified. Peer comments enhance a sense of audience, raise learners' awareness of their own strengths and weaknesses, encourage collaborative learning, and foster the ownership of text. This suggests that even for L2 learners who are less mature L2 writers, peer comments do play an important part. The implications of the findings of this study for the writing teacher are also discussed.
Persistent Identifierhttp://hdl.handle.net/10722/72209
ISSN
2015 Impact Factor: 1.744
2015 SCImago Journal Rankings: 1.755
References

 

DC FieldValueLanguage
dc.contributor.authorTsui, ABMen_HK
dc.contributor.authorNg, Men_HK
dc.date.accessioned2010-09-06T06:39:26Z-
dc.date.available2010-09-06T06:39:26Z-
dc.date.issued2000en_HK
dc.identifier.citationJournal Of Second Language Writing, 2000, v. 9 n. 2, p. 147-170en_HK
dc.identifier.issn1060-3743en_HK
dc.identifier.urihttp://hdl.handle.net/10722/72209-
dc.description.abstractThe bulk of the studies conducted on the effectiveness of teacher comments and peer comments have been done with tertiary L2 learners, and conflicting findings have been obtained. While some found that peer comments were viewed with skepticism and induced little revision, others found that they did help learners to identify and raise awareness of their strengths and weaknesses in writing. This article reports on a study of the roles of teacher and peer comments in revisions in writing among secondary L2 learners in Hong Kong. Both quantitative and qualitative data were obtained and triangulated. The findings show that some learners incorporated high percentages of both teacher and peer comments, some incorporated higher percentages of teacher comments than peer comments, and others incorporated very low percentages of peer comments. While all learners favored teacher comments and saw the teacher as a figure of authority that guaranteed quality, only those who incorporated very low percentages of peer comments dismissed them as not useful. From the interviews with the learners, four roles of peer comments that contributed positively to the writing process were identified. Peer comments enhance a sense of audience, raise learners' awareness of their own strengths and weaknesses, encourage collaborative learning, and foster the ownership of text. This suggests that even for L2 learners who are less mature L2 writers, peer comments do play an important part. The implications of the findings of this study for the writing teacher are also discussed.en_HK
dc.languageengen_HK
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/jslwen_HK
dc.relation.ispartofJournal of Second Language Writingen_HK
dc.titleDo Secondary L2 Writers Benefit from Peer Comments?en_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1060-3743&volume=9&issue=2&spage=147&epage=170&date=2000&atitle=Do+secondary+L2+writers+benefit+from+peer+comments?en_HK
dc.identifier.emailTsui, ABM: bmtsui@hkucc.hku.hken_HK
dc.identifier.authorityTsui, ABM=rp00062en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.scopuseid_2-s2.0-0345849867en_HK
dc.identifier.hkuros62048en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-0345849867&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume9en_HK
dc.identifier.issue2en_HK
dc.identifier.spage147en_HK
dc.identifier.epage170en_HK
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridTsui, ABM=7006812714en_HK
dc.identifier.scopusauthoridNg, M=7202076327en_HK

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