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Learning from giving feedback: a study of secondary-level students
Stockholm University, Faculty of Humanities, Department of English.
2015 (English)In: ELT Journal, ISSN 0951-0893, E-ISSN 1477-4526, Vol. 69, no 1, 58-70 p.Article in journal (Refereed) Published
Abstract [en]

This article focuses on how Swedish lower secondary-level students can improve their writing ability by acting as peer reviewers. It is based on an empirical study carried out in a Swedish EFL classroom, and it addresses the implementation of a teaching unit which included negotiations of a joint criteria list, feedback training, group peer reviewing, and the production of first and final drafts of the written task. Findings suggest that the peer reviewers increased their awareness of audience and genre, and that the content of the reviewed reply letters inspired subsequent revision changes affecting writing at the macro-level in particular.

Place, publisher, year, edition, pages
2015. Vol. 69, no 1, 58-70 p.
Keyword [en]
English, ELT, formative assessement, assessment for learning, feedback, peer feedback, peer review, feedback training, EFL writing, revision changes, genre, genre-based writing instruction, classroom research
Keyword [sv]
engelska, engelskundervisning, kamratbedömning, formativ bedömning, bedömning för lärande, feedback, skrivundervisning, genre, klassrumsforskning
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English
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URN: urn:nbn:se:su:diva-112992DOI: 10.1093/elt/ccu036OAI: oai:DiVA.org:su-112992DiVA: diva2:782309
Available from: 2015-01-20 Created: 2015-01-20 Last updated: 2017-12-05Bibliographically approved

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Publisher's full texthttp://eltj.oxfordjournals.org/cgi/reprint/ccu036? ijkey=lBsiY5mc6QWHmeo&keytype=ref

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