The effect of language proficiency on the negotiation in peer review in EFL context
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Nov 17, 2015
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Abstract
The purpose of this study was to investigate the effect of language proficiency level on using negotiation categories in peer feedback in EFL context. Thirty high and thirty low proficient EFL learners participated in this study and their audiotaped negotiations were transcribed and analyzed based on Mendonça and Johnson's (1994) category. In four categories of restatement, suggestion, grammar correction, and explanation of opinion which were generated by the writers and the reviewers, although reviewers dominated the negotiation in both high and low proficient groups, in low proficient groups, the difference between the writers and the reviewer was more significant. In comprehension check and explanation categories used mainly by the writers, there was a significant difference in explanation between high and low proficient groups, but no such difference was found in comprehension check. In request for explanation category used mainly by the reviewers, no significant difference was found between the reviewers in high and low proficient group. The study has pedagogical implication for writing classes as it suggests audience awareness, critical thinking, and realization of output hypothesis as the pedagogically beneficial result of negotiation. It also suggests peer feedback as an alternative to teacher feedback.
Keywords: high and low proficient EFL learners, negotiation, peer feedback.
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References
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Mendonça, C. O., & Johnson, K. E. (1994). Peer review negotiations: Revision activities in ESL writing instruction. TESOL Quarterly, 28, 745-769.
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Stanley, J. (1992). Coaching student writers to be more effective peer evaluators. Journal of Second Language Writing, 1(3), 217-233.
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Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: MIT Press.
White, R. and McGovern, D. (1994). Writing: A Student’s Book. English for Academic Study Series. Hemel Hempstead, Hertfordshire: Prentice Hall Europe.
Zamel, V. (1985). Responding to students' writing. TESOL Quarterly, 19, 79-101.
Berg, C. (1999). The effects of trained peer response on ESL students’ revision types and writing quality. Journal of Second Language Writing, 8, 215-241.
Carson, J., & Nelson, G. (1996). Chinese students’ perceptions of EFL peer response group interaction. Journal of Second Language Writing, 5(1), 1- 19.
Cazden, C. B. (1988). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.
Dornyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press.
Edwards, J. E. (2003). The transcription of discourse. In D. Schiffrin, D. Tannen, & H. Hamilton (Eds.), The handbook of discourse analysis (pp. 321-349). Oxford: Blackwell Publication.
Ehlich, K. (1993). HIAT: A transcription system for discourse data. Talking data: Transcription and coding in discourse research, 123-148.
Fathman, A. K., & Whalley, E. (1990). Teacher response to student writing: Focus on form versus content. In B. Kroll (Ed.), Second Language Writing (pp.178-190). Cambridge: Cambridge University Press.
Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365-87.
Guénette, D. (2007). Is feedback pedagogically correct? Research design issues in studies of feedback on writing. Journal of Second Language Writing, 16, 40- 53.
Kepner, C. G. (1991). An experiment in the relationship of types of written feedback to the development of second-language writing skills. The Modern Language Journal, 75(3), 305-313.
Kroll, B. (1991). Teaching writing in the ESL context. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 245–263). New York: Newbury House.
Leki, I. (1990). Coaching from the margins: Issues in written response. In B. Kroll, (Ed.), Second language writing (pp. 25-86). Cambridge: Cambridge University Press.
Li, C. (2006). The impact of teacher involved peer feedback in the ESL writing class. Sino-US English Teaching, 3(5), 28-32.
Lightbown, P. M., & Spada, N. (2006). How languages are learned (3rd ed.). Oxford: Oxford University Press.
Lundstrom, K., & Baker, W. (2009). To give is better than to receive: The benefits of peer review to the reviewer’s own writing. Journal of Second Language Writing, 18, 30–43.
Mangelsdorf, K. (1989). Parallels between speaking and writing in second language acquisition. In D. M. Johnson & D. H. Roen (Eds.), Richness in writing: Empowering ESL students (pp. 134–145). White Plains, NY:Longman.
Mangelsdorf, K. (1992). Peer reviews in the ESL composition classroom: What do the students think? ELT Journal, 46, 274–284.
Mendonça, C. O., & Johnson, K. E. (1994). Peer review negotiations: Revision activities in ESL writing instruction. TESOL Quarterly, 28, 745-769.
Nunan, D. (2001). English as a global language. TESOL Quarterly, 35, 605-606.
Oliver, R., & Mackey, A. (2003). Interactional context and feedback in child ESL classrooms. Modern Language Journal, 87(4), 519. Abstract retrieved June 20, 2011 from: www.jstor.org/stable/1192801
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge: Cambridge University Press.
Riddle, D. (2003). Teaching English as a foreign/second language. London: Teach Yourself.
Smalley, R. L., Ruetten, M. K., & Koshered, J. R. (2001). Refining composition skills: Rhetoric and grammar (5th ed.). Boston: Heinle and Heinle.
Stanley, J. (1992). Coaching student writers to be more effective peer evaluators. Journal of Second Language Writing, 1(3), 217-233.
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. Input in second language acquisition, 15, 165-179.
Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: MIT Press.
White, R. and McGovern, D. (1994). Writing: A Student’s Book. English for Academic Study Series. Hemel Hempstead, Hertfordshire: Prentice Hall Europe.
Zamel, V. (1985). Responding to students' writing. TESOL Quarterly, 19, 79-101.