Collaborative learning via peer editing session: a study on alternative strategy for ESL writing classroom / Sharina Saad …[et al.]

Academic writing requires students to use higher order thinking skills but most students do not make the effort to respond to teachers’ feedback and think about what they have written in their academic essays. This results in learners producing drafts after drafts with repeated mistakes. Most learne...

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Main Authors:	Saad, Sharina, Adzmi, Nor Aslah, Abdul Aziz, Nurazila, Nordin, Razanawati, Bidin, Samsiah
Format:	Research Reports
Language:	English
Published:	Research Management Institute 2009
Subjects:	Blended learning. Computer assisted instruction. Programmed instruction English language
Online Access:	http://ir.uitm.edu.my/id/eprint/22504/ http://ir.uitm.edu.my/id/eprint/22504/1/LP_SHARINA%20SAAD%20IRMI%20K%2009_5.pdf

id	uitm-22504
recordtype	eprints
spelling	uitm-225042019-02-13T07:17:12Z http://ir.uitm.edu.my/id/eprint/22504/ Collaborative learning via peer editing session: a study on alternative strategy for ESL writing classroom / Sharina Saad …[et al.] Saad, Sharina Adzmi, Nor Aslah Abdul Aziz, Nurazila Nordin, Razanawati Bidin, Samsiah Blended learning. Computer assisted instruction. Programmed instruction English language Academic writing requires students to use higher order thinking skills but most students do not make the effort to respond to teachers’ feedback and think about what they have written in their academic essays. This results in learners producing drafts after drafts with repeated mistakes. Most learners think that assessment and evaluation are the sole responsibility of the teacher. Moreover, most teachers substitute their own words, sentences and even ideas for their students’ errors so these students lose the ownership of their writing. Instead of responding to the teachers’ feedback positively, they build dislike for writing. Therefore, teachers need to make their students realize that their writing is not for their teacher’s eyes only and readership is not limited. By introducing peer editing session after every step in the writing process, learners will widen the readership scope and collaboratively help to think and response to each other’s writing. Similar to children, adolescents such as Universiti Teknologi Mara Kedah students may exhibit these characteristics of a group discussion when they are among peers. In addition, students in peer review groups learn and practice a “language of response" that they can then use to articulate ideas about their own writing. Hence, this research has presented new direction in assessing and responding student’s writing by encouraging the student to work collaboratively through peer editing sessions. While the majority of revisions that students made were surface-level revisions, the changes they made as a result of peer and teacher feedback were more often meaning-level changes than those revisions they made on their own. It was also found that writing multiple drafts resulted in overall essay improvement. Research Management Institute 2009-05 Research Reports NonPeerReviewed text en http://ir.uitm.edu.my/id/eprint/22504/1/LP_SHARINA%20SAAD%20IRMI%20K%2009_5.pdf Saad, Sharina and Adzmi, Nor Aslah and Abdul Aziz, Nurazila and Nordin, Razanawati and Bidin, Samsiah (2009) Collaborative learning via peer editing session: a study on alternative strategy for ESL writing classroom / Sharina Saad …[et al.]. [Research Reports] (Unpublished)
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Teknologi MARA
building	UiTM Institutional Repository
collection	Online Access
language	English
topic	Blended learning. Computer assisted instruction. Programmed instruction English language
spellingShingle	Blended learning. Computer assisted instruction. Programmed instruction English language Saad, Sharina Adzmi, Nor Aslah Abdul Aziz, Nurazila Nordin, Razanawati Bidin, Samsiah Collaborative learning via peer editing session: a study on alternative strategy for ESL writing classroom / Sharina Saad …[et al.]
description	Academic writing requires students to use higher order thinking skills but most students do not make the effort to respond to teachers’ feedback and think about what they have written in their academic essays. This results in learners producing drafts after drafts with repeated mistakes. Most learners think that assessment and evaluation are the sole responsibility of the teacher. Moreover, most teachers substitute their own words, sentences and even ideas for their students’ errors so these students lose the ownership of their writing. Instead of responding to the teachers’ feedback positively, they build dislike for writing. Therefore, teachers need to make their students realize that their writing is not for their teacher’s eyes only and readership is not limited. By introducing peer editing session after every step in the writing process, learners will widen the readership scope and collaboratively help to think and response to each other’s writing. Similar to children, adolescents such as Universiti Teknologi Mara Kedah students may exhibit these characteristics of a group discussion when they are among peers. In addition, students in peer review groups learn and practice a “language of response" that they can then use to articulate ideas about their own writing. Hence, this research has presented new direction in assessing and responding student’s writing by encouraging the student to work collaboratively through peer editing sessions. While the majority of revisions that students made were surface-level revisions, the changes they made as a result of peer and teacher feedback were more often meaning-level changes than those revisions they made on their own. It was also found that writing multiple drafts resulted in overall essay improvement.
format	Research Reports
author	Saad, Sharina Adzmi, Nor Aslah Abdul Aziz, Nurazila Nordin, Razanawati Bidin, Samsiah
author_facet	Saad, Sharina Adzmi, Nor Aslah Abdul Aziz, Nurazila Nordin, Razanawati Bidin, Samsiah
author_sort	Saad, Sharina
title	Collaborative learning via peer editing session: a study on alternative strategy for ESL writing classroom / Sharina Saad …[et al.]
title_short	Collaborative learning via peer editing session: a study on alternative strategy for ESL writing classroom / Sharina Saad …[et al.]
title_full	Collaborative learning via peer editing session: a study on alternative strategy for ESL writing classroom / Sharina Saad …[et al.]
title_fullStr	Collaborative learning via peer editing session: a study on alternative strategy for ESL writing classroom / Sharina Saad …[et al.]
title_full_unstemmed	Collaborative learning via peer editing session: a study on alternative strategy for ESL writing classroom / Sharina Saad …[et al.]
title_sort	collaborative learning via peer editing session: a study on alternative strategy for esl writing classroom / sharina saad …[et al.]
publisher	Research Management Institute
publishDate	2009
url	http://ir.uitm.edu.my/id/eprint/22504/ http://ir.uitm.edu.my/id/eprint/22504/1/LP_SHARINA%20SAAD%20IRMI%20K%2009_5.pdf
first_indexed	2023-09-18T23:08:48Z
last_indexed	2023-09-18T23:08:48Z
_version_	1777418663543963648

Collaborative learning via peer editing session: a study on alternative strategy for ESL writing classroom / Sharina Saad …[et al.]

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