Students' Development of Writing Skills on Grammatical Units Through Peer and Teachers' Correction Strategies
Abstract
Students must learn to write to succeed in school, work, and personal life. This essential skill does not develop naturally and requires sufficient practice and instruction. One of the core goals of education is to teach students to use writing effectively and adaptively. However, many schools worldwide fail to meet this goal, leaving many students without the writing skills necessary for success in today's society. A major contributing factor is the lack of appropriate writing instruction for students. This chapter explores the development of students' writing skills, mainly focusing on grammatical units, through peer and teacher correction strategies. It also identifies key barriers to effective writing instruction, such as limited instructional time, insufficient teacher preparation, and the influence of national, state, district, and school policies, along with historical, social, cultural, and political factors. The chapter offers insights into addressing these obstacles and transforming classroom writing practices globally. By increasing the knowledge of relevant stakeholders about writing, it aims to foster a vision for improving writing instruction at the policy, school, and classroom levels through peer and teacher correction strategies. Specific recommendations help school administrators, teachers, and students realise these changes.
Keywords
Full Text:
PDFReferences
1. Vygotsky, L. S., & Cole, M. (1978). Mind in Society: Development of Higher Psychological Processes. Harvard University Press.
2. Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural Theory and the Genesis of Second Language Development. Oxford University Press.
3. Turk, C., & Kirkman, J. (1989). Effective Writing: Improving Scientific, Technical and Business Communication. New York: Routledge, Chapman & Hall.
4. Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge University Press.
5. Rivers, W. M. (1968). Teaching Foreign-language Skills. University of Chicago Press
6. Jordan, R. R. (1999). Academic writing course: Study skills in English. Harlow: Longman.
7. White, R., & Arndt, V. (1991). Process Writing. Harlow: Longman.
8. Tierney, R. J., & Pearson, P. D. (1983). Toward a composing model of reading. Language Arts, 60(5), 568–580. doi: 10.58680/la198326307
9. Hayes, J. R., & Flower, L. (1980). Identifying the Organization of Writing Processes. In L. W. Gregg, & E. R. Steinberg (Eds.), Cognitive Processes in Writing: An Interdisciplinary Approach (pp. 3-30). Hillsdale: Lawrence Erlbaum.
10. Saito, H. (1994). Teachers' practices and students' preferences for feedback on second language writing: A case study of adult ESL learners. TESL Canada Journal, 11(2), 46. doi: 10.18806/tesl.v11i2.633
11. Hinkel, E., & Hinkel, E. (2003). Teaching academic ESL writing. In Routledge eBooks. doi: 10.4324/9781410609427
12. Storch, N. (2005). Collaborative writing: Product, process, and students' reflections. Journal of Second Language Writing, 14(3), 153–173. doi: 10.1016/j.jslw.2005.05.002
13. Raimes, A. (1998). Exploring through Writing: A Process Approach to ESL Composition. Cambridge University Press.
14. Goldschmidt, M. (2014). Teaching Writing in the Disciplines: Student Perspectives on Learning Genre. Teaching & Learning Inquiry: The ISSOTL Journal, 2(2), 25–40. doi: 10.2979/teachlearninqu.2.2.25
15. Silva, T. (1993). Toward an understanding of the distinct nature of L2 writing: The ESL research and its implications. TESOL Quarterly, 27(4), 657. doi: 10.2307/3587400
16. Graham, S., & Sandmel, K. (2011). The Process Writing Approach: A Meta-analysis. The Journal of Educational Research, 104(6), 396–407. doi: 10.1080/00220671.2010.488703
17. Bacha, N. N. (2010). Teaching the academic argument in a university EFL environment. Journal of English for Academic Purposes, 9(3), 229–241. doi: 10.1016/j.jeap.2010.05.001
18. Lannon, j. M. (1996). Technical Writing. Scott Foresman & Co.
19. Tribble, C. (1996). Writing. Oxford: Oxford University Press.
20. Mazdayasna, G., & Tahririan, M. H. (2001). Peer review, teacher feedback and EFL learners' writing development. Iranian Journal Of Applied Linguistics, 5(1), 55–67
21. Way, D. P., Joiner, E. G., & Seaman, M. A. (2000). Writing in the Secondary Foreign Language Classroom: The Effects of Prompts and Tasks on Novice Learners of French. Modern Language Journal, 84(2), 171–184.
22. Reid, J. M. (1993). Teaching ESL Writing. Pearson ESL.
23. Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications
24. Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How People Learn: Brain, Mind, Experience, and School. Washington: National Academies Press.
25. Mo, Y., & Troia, G. A. (2017). Predicting students' writing performance on the NAEP from student- and state-level variables. Reading and Writing, 30, 739–770.
26. NGA., & CCSSO. (2010). Common Core State Standards for English Language arts & Literacy in History/Social Studies, Science, and technical Subjects. Retrieved from https://learning.ccsso.org/wp-content/uploads/2022/11/ADA-Compliant-ELA-Standards.pdf
27. Troia, G. A. (2014). Evidence-Based Practices for Writing Instruction. Retrieved from http://ceedar.education.ufl.edu/tools/innovation-configuration/
28. Graham, S., & Harris, K. R. (2016). A path to better writing. The Reading Teacher, 69(4), 359–365. doi: 10.1002/trtr.1432
29. Graham, S., & Harris, K. R. (2019). Evidence-based practices in writing. In S. Graham, C. A. MacArthur, & M. Hebert Best practices in writing instruction (pp. 3-28). Guildford Press.
30. Soehendro, B. (2006). Panduan Penyusunan Kuriculum Tingkat Satuan Perdidikan Jenjang Pendidikan Dasar Dan Menengah [Guidelines for the Formulation of Curiculum at the Education Unit Level for Primary and Secondary Education]. Jakarta: BSNP (in Indonesian).
31. Rivers, W. M. (1968). Teaching Foreign-Language Skills. University of Chicago Press.
32. Harmer, J. (2001). The Practice of English Language Teaching. Harlow: Longman.
33. Richards, J. C., & Renandya, W. A. (2002). Methodology in Language Teaching: An Anthology of Current Practice. Cambridge University Press.
34. Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. Pearson Education.
35. Feez, S., & Joyce, H. (1998). Text-based Syllabus Design. Sydney: Macquarie University National Centre for English Language Teaching and Research
36. Grabe, W., & Kaplan, R. B. (1996). Theory and Practice of Writing: An Applied Linguistic Perspective (Applied Linguistics and Language Study). London: Longman.
37. Richards, J. C. & Schmidt, R. W. (2002). Longman Dictionary of Language Teaching and Applied Linguistics. Longman.
38. Keh, C. L. (1990). Feedback in the writing process: a model and methods for implementation. ELT Journal, 44(4), 294–304. doi: 10.1093/elt/44.4.294
39. Zamel, V. (1982). Writing: the process of discovering meaning. TESOL Quarterly, 16(2), 195. doi: 10.2307/3586792
40. Hefernik J. (1984). The How and Why of Peer Editing in the ESL Writing Class. CATESOL Occasional Papers, 4.
41. Yüce, E., & Aksu Ataç, B. (2019). Peer Editing as a Way of Developing ELT Students' Writing Skills: An Action Research. Journal of Language and Linguistic Studies, 15(4), 1226-1235.
42. Tsui, A. B., & Ng, M. (2000b). Do Secondary L2 Writers Benefit from Peer Comments? Journal of Second Language Writing, 9(2), 147–170. doi: 10.1016/s1060-3743(00)00022-9
43. Kurt, G., & Atay, D. (2007). The Effects of Peer Feedback on the Writing Anxiety of Prospective Turkish Teachers of EFL. Journal of Theory and Practice in Education, 3(1), 12-23.
44. Tsui, A. B., & Ng, M. (2000). Do Secondary L2 Writers Benefit from Peer Comments? Journal of Second Language Writing, 9(2), 147–170. doi: 10.1016/s1060-3743(00)00022-9
45. Pourhosein Gilakjani, A., & Sheikhy Behdani, R. (2024). The effect of face-to-face versus web-based structured peer review on writing improvement: Evidence from ESP students. Jurnal Cakrawala Pendidikan, 43(2). doi: 10.21831/cp.v43i2.67384
46. Brookhart, S. M. (2008). How to give effective feedback to your students. Alexandria: ASCD.
47. Wichanpricha, T. (2020). Roles of Feedback to English Writing Improvement: Thai EFL Novice Writers in Higher Education. Journal of Educational and Social Research, 10(6), 133. doi: 10.36941/jesr-2020-0115
48. Asiri, A. S., & Khadawardi, H. A. (2024). Teachers' Perceptions of Electronic Corrective Feedback and its Impact on EFL Learners' Uptake. Arab World English Journal, 10, 204–218. doi: 10.24093/awej/call10.14
49. Hino, J. (2006). Linguistic information supplied by negative feedback: A study of its contribution to the process of second language acquisition (Thesis; University of Pennsylvania).
50. Burstein, J., Elliot, N., Klebanov, B. B., Madnani, N., Napolitano, D., Schwartz, M., Houghton, P., & Molloy, H. (2018). Writing MentorTM: Writing Progress using Self-Regulated Writing Support. The Journal of Writing Analytics, 2(1), 285–313. doi: 10.37514/jwa-j.2018.2.1.12
51. Panova, I., & Lyster, R. (2002). Patterns of feedback and uptake in an adult ESL classroom. TESOL Quarterly, 36, 573-595.
52. Lee, I. (2019). Teacher written corrective feedback: Less is more. Language Teaching, 52(4), 524–536. doi: 10.1017/s0261444819000247
53. Khaki, M., & Heidari Tabrizi, H. (2021). Assessing the Effect of Direct and Indirect Corrective Feedback in Process-based vs Product-based Instruction on Learners' Writing. Language Teaching Research Quarterly, 21, 36–53. doi: 10.32038/ltrq.2021.21.03
54. Elashri, I. I. (2013). The Impact of the Direct Teacher Feedback Strategy on the EFL Secondary Stage Students' Writing Performance. Retrieved from https://files.eric.ed.gov/fulltext/ED540631.pdf
55. Eslami, E. (2014). The Effects of Direct and Indirect Corrective Feedback Techniques on EFL Students' Writing. Procedia - Social and Behavioral Sciences, 98, 445–452. doi: 10.1016/j.sbspro.2014.03.438
56. Dowden, T., Pittaway, S., Yost, H., & McCarthy, R. (2013). Students' perceptions of written feedback in teacher education: ideally feedback is a continuing two-way communication that encourages progress. Assessment & Evaluation in Higher Education, 38(3), 349–362. doi: 10.1080/02602938.2011.632676
57. Lee, I. (2003). L2 writing teachers' perspectives, practices and problems regarding error feedback. Assessing Writing, 8(3), 216–237. doi: 10.1016/j.asw.2003.08.002
58. Jacobs, Y. L., Zinkgraf, S. A., Wormuth, D. R., Hartfiel, V. F., & Hughey, J. B. (1981). Testing ESL Composition: a Practical Approach. Retrieved from https://www.researchgate.net/publication/247716030_Testing_ESL_Composition_a_Practical_Approach
59. Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19, 37–66.
60. Kurniasih, K., Sholihah, F. A., Umamah, A., & Hidayanti, I. (2020). Writing Process Approach and Its Effect on Students’ Writing Anxiety and Performance. Jurnal Arbitrer, 7(2), 144–150. doi: 10.25077/ar.7.2.144-150.2020
61. Wolsey, T. D., Smetana, L., & Grisham, D. L. (2015). Vocabulary plus technology. The Reading Teacher, 68(6), 449–458. doi: 10.1002/trtr.1331
Article Metrics
Metrics powered by PLOS ALM
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 David Opeyemi Adebayo, Ugochi Chidinma Nduka, Adaeze Precious Onebunne, Lovia Karikari, Jessica Amabea Obiri
This work is licensed under a Creative Commons Attribution 4.0 International License.
Email the author