{"title":"集体同伴脚手架、自我修改与英语初学者写作进步:","authors":"A. M. Hanjani","doi":"10.6018/IJES.331771","DOIUrl":null,"url":null,"abstract":"This classroom-based study examined the effect of collective peer scaffolding activity on narrative and descriptive self-revised drafts and new paragraphs developed by 32 EFL university students in a paragraph writing course in Iran. Each genre was discussed and practiced every other week and was followed by a collective peer scaffolding session. For each genre, learners were required to develop a 150-word paragraph in two drafts (pre- and post-collective scaffolding) and email them to their lecturer within five days before the next sessions were held. They also developed a new narrative and descriptive paragraphs a month after the semester had finished. Eight volunteer students were also interviewed and their reactions to collective peer scaffolding were elicited at the end of the course. Students’ pre- and post-collective peer scaffolding drafts, new paragraphs, and interview data analysis revealed that the activity improved learners’ self-revision skill and the experience was favored by the participants.","PeriodicalId":44450,"journal":{"name":"International Journal of English Studies","volume":"28 1","pages":""},"PeriodicalIF":0.1000,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"16","resultStr":"{\"title\":\"Collective peer scaffolding, self-revision, and writing progress of novice EFL learners :\",\"authors\":\"A. M. Hanjani\",\"doi\":\"10.6018/IJES.331771\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This classroom-based study examined the effect of collective peer scaffolding activity on narrative and descriptive self-revised drafts and new paragraphs developed by 32 EFL university students in a paragraph writing course in Iran. Each genre was discussed and practiced every other week and was followed by a collective peer scaffolding session. For each genre, learners were required to develop a 150-word paragraph in two drafts (pre- and post-collective scaffolding) and email them to their lecturer within five days before the next sessions were held. They also developed a new narrative and descriptive paragraphs a month after the semester had finished. Eight volunteer students were also interviewed and their reactions to collective peer scaffolding were elicited at the end of the course. Students’ pre- and post-collective peer scaffolding drafts, new paragraphs, and interview data analysis revealed that the activity improved learners’ self-revision skill and the experience was favored by the participants.\",\"PeriodicalId\":44450,\"journal\":{\"name\":\"International Journal of English Studies\",\"volume\":\"28 1\",\"pages\":\"\"},\"PeriodicalIF\":0.1000,\"publicationDate\":\"2019-06-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"16\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of English Studies\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.6018/IJES.331771\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"0\",\"JCRName\":\"LANGUAGE & LINGUISTICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of English Studies","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.6018/IJES.331771","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"LANGUAGE & LINGUISTICS","Score":null,"Total":0}
Collective peer scaffolding, self-revision, and writing progress of novice EFL learners :
This classroom-based study examined the effect of collective peer scaffolding activity on narrative and descriptive self-revised drafts and new paragraphs developed by 32 EFL university students in a paragraph writing course in Iran. Each genre was discussed and practiced every other week and was followed by a collective peer scaffolding session. For each genre, learners were required to develop a 150-word paragraph in two drafts (pre- and post-collective scaffolding) and email them to their lecturer within five days before the next sessions were held. They also developed a new narrative and descriptive paragraphs a month after the semester had finished. Eight volunteer students were also interviewed and their reactions to collective peer scaffolding were elicited at the end of the course. Students’ pre- and post-collective peer scaffolding drafts, new paragraphs, and interview data analysis revealed that the activity improved learners’ self-revision skill and the experience was favored by the participants.
期刊介绍:
The International Journal of English Studies (IJES) is a double-blind peer review journal which seeks to reflect the newest research in the general field of English Studies: English Language and Linguistics, Applied English Linguistics, Literature in English and Cultural studies of English-speaking countries. We will give preference to keeping the balance amongst the areas and subareas belonging to English Studies whenever possible.