The effects of peer feedback on ESL writing revision among university students in China

2017 ◽  
Vol 5 (3) ◽  
pp. 214
Author(s):  
Lili Kong ◽  
Zhiqiang Ma ◽  
Jing Wang ◽  
Qinqin Long
Keyword(s):  
University Students ◽  
Peer Feedback ◽  
Esl Writing ◽  
Writing Revision

scholarly journals Salience of Student Written Feedback by Peer-Revision in EFL Writing Class

2017 ◽  
Vol 10 (12) ◽  
pp. 151 ◽  
Author(s):  
Zhu Lei
Keyword(s):  
Qualitative Case Study ◽  
Peer Feedback ◽  
Written Feedback ◽  
Case Study Approach ◽  
Efl Writing ◽  
Peer Revision ◽  
Study Approach ◽  
Writing Class ◽  
Writing Revision

The study investigates the incorporation and effectiveness of student written feedback and their attitudes towards peer feedback in writing class. Taking a qualitative case study approach, this study followes closely a class of thirty-two English juniors over one semester. Data sources include composition drafts, student written feedback and interviews. The data collected demonstrates that students generally accept peer feedback and incorporate most of their peers’ comments and suggestions into their writing revision and that peer feedback provides them with more chances to discuss with their peers and understand their peers’ suggestions on the composition improvement.

scholarly journals The Use of Edutainment in Promoting Higher Order Thinking Skills in ESL Writing among Malaysian University Students

2020 ◽  
Author(s):  
Siti Hamin Stapa ◽  
Nur Izzati Ibaharim
Keyword(s):  
University Students ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Esl Writing ◽  
Higher Order Thinking Skills ◽  
Post Test

The aim of this article is to investigate the perceptions of university students on the use of edutainment in promoting Higher Order Thinking Skills (HOTS) in English as a second language (ESL) writing. 20 diploma students from Malaysia University of Science & Technology (MUST) participated in this study. This study adopts quantitative research design where a set of questionnaires was distributed to the students. Before answering the questionnaire, the students went through a treatment using edutainment. They had to play an online game downloaded from Play Store. They spent 13 weeks playing the game. At the end of the treatment, they had to sit for the post test. Then they were asked to complete the questionnaire. This study is in bringing positive impact to the society starting from the ministry to the students regarding the importance of the edutainment implementation in classroom teaching. The findings reveal that the students perceived that Edutainment has affected the stimulation of higher order thinking skills in their writing. This suggests that edutainment should be incorporated in the teaching and learning English.

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