Peer response in which students work together in dyads or small groups to critique and provide feedback on one another's writing is compatible with communicative approaches to foreign language teaching and process approaches to the teaching of writing. Computer-mediated communication has been considered a viable tool for both the teaching of languages and the teaching of writing. There is, however, scant information on how computer-mediated peer response functions in the foreign language classroom. This dissertation investigated how college Spanish learners provided feedback to their peers and the impact of feedback on revision. It also examined the factors that influenced how students wrote their comments, and how they perceived the use of computers for peer response. Case study methodology was used to collect and analyze data from two writing tasks performed as part of a semester-long course. Data sources consisted of written feedback, first and second drafts, interview transcripts, learning journals from 12 participants and the teacher-researcher field notes. Analysis of data indicated that peer response is a complex event, influenced by a variety of contextual factors. Results also indicated that the participants used feedback depending on their needs. Students used reacting, advising and announcing language functions when providing feedback, and focused mostly on content. The revisions made by the participants contradicted the idea that peer feedback directly influences revision; more than half of the revisions made by the participants originated in the writers themselves and not in the suggestions given by their peers. Analysis of the revisions made, based on peers' suggestions indicated that the impact of peer response was strong on the length of the essays, limited on their language below the clause level, and weak on the essays' communicative purpose. The participants' language proficiency and the characteristics of the writing task were perceived by the participants as factors that influenced how they wrote feedback for their peers. Finally, although the students considered that using the word processing language tools allowed them to learn about language and focus on content, the role of technology was perceived as supplementary to oral peer response.

This research explores the affective responses of five upper-secondary English ESL/EFL students using computer-mediated peer feedback (CMPF), in a writing assignment. The pragmatic approach to the research makes use of a thematic analysis using, motivation, anxiety, attitude, and self-confidence. These themes were extrapolated from Krashen’s Affective filter theory because they are hypothesized to affect second language acquisition. Additionally, the four themes offer a pragmatic framework for exploring student’s affective experiences. The primary data was collected through a series of semi-structured interviews. The interviews were recorded and transcribed to create the primary data. The participants reveal that their learning environment was characterized by distinctly, positive affective responses, low affective filters and favorable conditions for second language acquisition. It is noteworthy that the lack of real time communication alleviated communication apprehension, but also contributed to test anxiety and fear of negative evaluation. The minor negative affective responses documented in the study were offset by consistent and constant use of both the computer mediated learning platform, and peer feedback. The results of this study are worth consideration for academics and professionals who are interested in how affective responses impact second language acquisition.

有鑒於英文寫作能力日趨重要，英文寫作的教學也愈來愈受到重視。然而在高職英文寫作教學方面來看，其成效卻往往不彰。基於這個原因，研究者運用透過電子郵件之「過程寫作」教學法，期能對高職學生在英文寫作能力的提升上有所裨益。 本研究以北縣某高職綜高學術學程部五十八位二年級學生為研究對象，研究者教導實驗組學生運用「過程寫作」的策略，配合在電子郵件的環境下加強英文寫作的能力；控制組學生則僅接受「過程寫作」策略之教學。實驗前，對實驗組及控制組學生施予前測來檢視學生英文寫作能力之起點行為；實驗後，對實驗組及控制組學生施予後測來檢視學生英文寫作能力之進步情形。實驗終了，再以一問卷來探討實驗組學生對實驗之態度及其自評成效。 研究結果如下： 一、 透過電子郵件之「過程寫作」教學法對學生英文寫作能力確有助 益。實驗組後測成績高於控制組；再者，實驗組在其前後測比較 下，整體寫作能力有顯著之進步。 二、 在電子郵件的環境下運用「過程寫作」的策略幫助學生在作文中之 內容、組織、文法、用字體例方面有所助益。實驗組與控制組之進 步情形雖無顯著差異，實驗組進步情形仍大於控制組。 三、 實驗組學生對透過電子郵件之「過程寫作」教學法，持正面的態 度。 四、 實驗組學生認為在接受透過電子郵件之「過程寫作」教學法之後， 自己的英文寫作能力進步了。 最後，研究者根據上述研究結果，對高職英文作文教學提出建言，作為未來從事英文寫作教學之教師及研究人員參考。 / Owing to the importance of English writing ability on various purposes, teaching writing has received more and more attention nowadays. However, the traditional teaching and then learning process does not work on vocational high school students. This failure inspires the researcher to resort to alternative methods to upgrade his students' English writing ability. The present study was intended to prove that the instruction of process writing via E-mail is effective in enhancing students' English writing ability. Fifty-eight second-year students from two intact classes of Academic Oriented Course in a comprehensive high school in Taipei County participated in this study. The experimental group was taught to apply the strategies of process approach in an E-mail environment at every stage during the experiment while the control group was instructed in process writing strategies solely. Before the experiment, the pretest was used to indicate the starting points of students' writing proficiency. After the experiment, the posttest was administered to examine the effectiveness of process writing via E-mail. In addition, a response questionnaire was given to the experimental group to probe students' attitudes and their self-evaluation of the experiment. The results were as follows. First, the instruction of process writing via E-mail enhanced students' overall English writing ability. The experimental group outperformed the control group in total scores of the posttest. In addition, concerning the total scores between pretest and posttest, the experimental group made a significant progress. Second, the experimental group outperformed the control group in content, organization, grammar, diction, and mechanics after the experiment although the results showed no significant difference. Still, the experimental group made more progress in all five subskills than the control group did. Third, the majority of students in the experimental group responded positively to the instruction of process writing via E-mail. Last, most students in the experimental group considered they made a progress in their English writing ability after the experiment of process writing via E-mail. The present study concluded the effects of process writing via E-mail. Based on the results, the researcher provided writing teachers and educators with constructive suggestions for conducting a writing class or further studies.

Thesis (Ph.D. (Language Education)) -- University of Limpopo, 2021 / Many studies in the field of English second language learning have been conducted in the past years. The studies focused on language skills such as speaking, reading, writing and language structures. In so far as the writing skill is concerned, the researchers have a consensus that it is difficult. South African English first additional language learners are no exception to the challenges posed by writing, hence this study explores these challenges which are due to learners’ inability to apply process writing stages in creative writing activities. The study explores the challenges faced by Grade 12 learners in creative writing in Seshego circuit, Limpopo Province. Intervention strategies would then be designed so that learners could improve the writing challenges. The study focuses on twelve (12) Grade 12 learners and two Grade 12 teachers using a qualitative research method. The study uses a phenomenological research design hence it is based on the participants’ lived experiences. Data collection methods such as classroom observation, teacher interviews and document analysis were used in the study. Data collected from each of the above mentioned data collection methods, was coded according to emerging common themes which were further labelled into basic themes for interpretation. The findings suggest that learners lack creativity due to poor vocabulary, and this results in L1 transfer. The findings also suggest that some learners do not have a detailed knowledge of the requirements of the process writing stages. The study recommends explicit teaching of process writing stages so that learners can familiarise themselves with what is required of them in the stages. The study also encourages collaborative learning since research indicates that learners may improve writing if they learn from their peers. More written work to learners is also recommended.

Writing, an important academic skill for university students to acquire, becomes more important in a distance education institution where assessment is primarily on written work. Successful teaching and learning practices for Open Distance Learning (ODL) incorporate multiple forms of interaction when using technology within a constructivist approach. The study seeks to understand students’ perceptions of wikis within a process writing approach, and the suitability of Web 2.0 technology for tasks designed to teach academic writing. A participatory action research design was selected as it merges social action and research to solve educational problems while increasing human understanding of the phenomena. The findings show that students may be open to using wikis within their actual learning environment. Of significance was the issue of the early integration and engagement of students into online learning communities. The challenges experienced in the study can be addressed adapting Chickering and Ehrmann’s (1996) principles to frame the development of online learning. / Teaching Practice Unit / M.A. (TESOL)

This research explores peer review in the academic writing of ESL university students. It investigates the problem from both qualitative and quantitative perspectives. Overall findings showed no significant differences between the holistic coherence ratings given to the original and final drafts of the group of students exposed to a process approach to writing with peer review. Similarly, there were no significant differences between the holistic coherence ratings of this experimental group and control group on their final drafts. However, the findings of finer-grained comparative analyses of each experimental group student's original and final drafts revealed both positive and negative results with respect to changes made. The study also explores the changes in terms of the peer review process, so attempting to analyse in more qualitative detail how coherence is constituted in student academic writing. / Linguistics and Modern Languages / M.A. (Linguistics)

<p>Циљ ове докторске дисертације је да<br />се упоредно анализира колаборативно и<br />самостално писмено изражавање у<br />основношколској настави енглеског језика.<br />Вештина писменог изражавања сматра се<br />комплексном когнитивном језичком<br />вештином, а истовремено игра веома битну<br />улогу у глобалној заједници, тако да је<br />неопходно да се више пажње посвети<br />подучавању писања. Годинама се писање<br />подучавало као производ, а не као процес.<br />Наиме, наставници су наглашавали важност<br />граматике и правописа, а недовољно пажње<br />се посвећивало садржају написаног и<br />организацији идеја. Да би се унапредило<br />писмено изражавање ученика они морају<br />више да се укључе у процес учења.<br />Интеракција се истиче као кључни део<br />учења и тако долази до све чешће<br />колаборације на часовима. У активностима<br />које се баве колаборативним писањем<br />процес сарадње подједнако је битан као и<br />процес писања.<br />Сарадња међу вршњацима и<br />потпомогнуто учење постали су саставни<br />део наставе енглеског језика, али је циљ овог<br />рада био да се провери њихова ефикасност у<br />завршним разредима основне школе.<br />Спроведено је истраживање у току 2014.<br />године са ученицима осмих разреда основне<br />школе. У току истраживања ученици су прво<br />самостално писали саставе, а потом су<br />радили писмене активности у групама. Кроз<br />анализу грешака тих састава дошло се до<br />закључка да ученици у групама, кроз<br />колаборацију, праве мање грешака и пишу<br />кохерентније саставе.<br />У другом делу истраживања ученици<br />су кроз анкете показали своје ставове према<br />оваквим активностима. Претпоставља се да<br />колаборативне активности повећавају<br />мотивацију, ентузијазам и самопоуздање<br />ученика. Како би се употпунило<br />истраживање о ставовима ученика, поред<br />анкетирања, у истраживачки процес била је<br />укључена још и техника групног<br />интервјуисања. На основу добијених<br />резултата може се закључити да нешто више<br />ученика воли колаборативне активности<br />него што их не воли, али је велики број<br />ученика несигуран о својим ставовима. Да<br />би се унапредили ефекти колаборативног<br />учења неопходно је подучити ученике како<br />да ефикасније раде у групи.<br />Наставници играју велику улогу у<br />процесу учења код ученика и умногоме<br />зависи од њих да ли ће ученици процес<br />писања прихватити као забаван или напоран<br />садржај часа. У последњем делу<br />истраживања проверени су и ставови<br />наставника према колаборативном и<br />самосталном писању и може се тврдити да<br />већина наставника има позитиван став према<br />овим активностима.</p> / <p>Cilj ove doktorske disertacije je da<br />se uporedno analizira kolaborativno i<br />samostalno pismeno izražavanje u<br />osnovnoškolskoj nastavi engleskog jezika.<br />Veština pismenog izražavanja smatra se<br />kompleksnom kognitivnom jezičkom<br />veštinom, a istovremeno igra veoma bitnu<br />ulogu u globalnoj zajednici, tako da je<br />neophodno da se više pažnje posveti<br />podučavanju pisanja. Godinama se pisanje<br />podučavalo kao proizvod, a ne kao proces.<br />Naime, nastavnici su naglašavali važnost<br />gramatike i pravopisa, a nedovoljno pažnje<br />se posvećivalo sadržaju napisanog i<br />organizaciji ideja. Da bi se unapredilo<br />pismeno izražavanje učenika oni moraju<br />više da se uključe u proces učenja.<br />Interakcija se ističe kao ključni deo<br />učenja i tako dolazi do sve češće<br />kolaboracije na časovima. U aktivnostima<br />koje se bave kolaborativnim pisanjem<br />proces saradnje podjednako je bitan kao i<br />proces pisanja.<br />Saradnja među vršnjacima i<br />potpomognuto učenje postali su sastavni<br />deo nastave engleskog jezika, ali je cilj ovog<br />rada bio da se proveri njihova efikasnost u<br />završnim razredima osnovne škole.<br />Sprovedeno je istraživanje u toku 2014.<br />godine sa učenicima osmih razreda osnovne<br />škole. U toku istraživanja učenici su prvo<br />samostalno pisali sastave, a potom su<br />radili pismene aktivnosti u grupama. Kroz<br />analizu grešaka tih sastava došlo se do<br />zaključka da učenici u grupama, kroz<br />kolaboraciju, prave manje grešaka i pišu<br />koherentnije sastave.<br />U drugom delu istraživanja učenici<br />su kroz ankete pokazali svoje stavove prema<br />ovakvim aktivnostima. Pretpostavlja se da<br />kolaborativne aktivnosti povećavaju<br />motivaciju, entuzijazam i samopouzdanje<br />učenika. Kako bi se upotpunilo<br />istraživanje o stavovima učenika, pored<br />anketiranja, u istraživački proces bila je<br />uključena još i tehnika grupnog<br />intervjuisanja. Na osnovu dobijenih<br />rezultata može se zaključiti da nešto više<br />učenika voli kolaborativne aktivnosti<br />nego što ih ne voli, ali je veliki broj<br />učenika nesiguran o svojim stavovima. Da<br />bi se unapredili efekti kolaborativnog<br />učenja neophodno je podučiti učenike kako<br />da efikasnije rade u grupi.<br />Nastavnici igraju veliku ulogu u<br />procesu učenja kod učenika i umnogome<br />zavisi od njih da li će učenici proces<br />pisanja prihvatiti kao zabavan ili naporan<br />sadržaj časa. U poslednjem delu<br />istraživanja provereni su i stavovi<br />nastavnika prema kolaborativnom i<br />samostalnom pisanju i može se tvrditi da<br />većina nastavnika ima pozitivan stav prema<br />ovim aktivnostima.</p> / <p>The aim of this doctoral thesis is to<br />perform a comparative analysis of collaborative<br />and independent writing in primary-school EFL<br />teaching. Writing skill is considered to be a<br />complex cognitive language skill which has an<br />important role in the global community.<br />Therefore, it is essential to devote more time to<br />teaching writing. Writing used to be taught for<br />years as a product and not a process. Teachers<br />emphasized the importance of grammar and<br />spelling and not much attention was placed on<br />the content of the written text or the<br />organization of ideas inside it. In order to<br />enhance written expression, students need to get<br />involved in the learning process. Interaction is<br />emphasized as the key part of learning and it<br />increases collaboration during the lessons. The<br />collaboration process is equally important as the<br />writing process.<br />Peer collaboration and scaffolding<br />became the integral part of the English language<br />classroom and the aim of this thesis was to<br />check their effectiveness during the final years<br />of primary schools. The research was conducted<br />in 2014 with the students of the 8th grade.<br />During this research students had to do<br />individual writing and then they had writing<br />activities in groups. Error analysis of the<br />students&rsquo; essays proves that students in<br />collaborative writing make fewer errors and<br />write more coherent compositions In the second part of the research the</p><p>students expressed their attitudes towards<br />collaborative activities using questionnaires. It<br />is assumed that collaborative activities increase<br />motivation, enthusiasm and confidence among<br />learners. In addition to this survey, group<br />interviews were used as another research<br />technique. According to the results it can be<br />concluded that students prefer collaborative to<br />individual writing, but also that a lot of students<br />are uncertain about their attitudes. Furthermore,<br />in order to enhance collaboration during the<br />lessons it is necessary to teach students how to<br />effectively work in groups.<br />Teachers play an important role in the<br />students&rsquo; learning process and it largely depends<br />on them whether students consider writing to be<br />an interesting or exhausting part of the EFL<br />lesson. The last part of the research deals with<br />teacher&rsquo;s attitude to collaborative and individual<br />writing and the results show that most teachers<br />do have positive attitude towards collaboration.</p>

This research explores peer review in the academic writing of ESL university students. It investigates the problem from both qualitative and quantitative perspectives. Overall findings showed no significant differences between the holistic coherence ratings given to the original and final drafts of the group of students exposed to a process approach to writing with peer review. Similarly, there were no significant differences between the holistic coherence ratings of this experimental group and control group on their final drafts. However, the findings of finer-grained comparative analyses of each experimental group student's original and final drafts revealed both positive and negative results with respect to changes made. The study also explores the changes in terms of the peer review process, so attempting to analyse in more qualitative detail how coherence is constituted in student academic writing. / Linguistics and Modern Languages / M.A. (Linguistics)