چکیده:
Research in L1 writing has found numerous benefits of employing collaborative learning in the classroom. The research findings on group work provide clear evidence that engaging learners in group activities increases opportunities for students to engage in the negotiation of meaning, which further leads to better acquisition. The present study, implementing two different collaborative feedback models, based on various sources and modes of feedback, examines the effect of each on the students‟ writing quality. Sixty Iranian students, majoring in English Translation, were assigned into three homogeneous groups based on their obtained scores on Oxford Placement Test (OPT) and sample paragraph writing. They covered five topics in a sequence of ten written texts − before and after receiving feedback − over a 15-week semester. The results revealed that students incorporated both the teacher‟s and peers‟ oral/written comments in the process of draft editing, and that they benefited from the two collaborative feedback models almost equally. The interview results also confirmed co-operative learning as an effective teaching strategy that could be used to enhance achievement and socialization among students and to improve attitudes towards learning and working in groups, especially in EFL settings.
خلاصه ماشینی:
Studies have found that in writing groups students negotiate meaning as they help each other revise their papers and since learning in writing groups is reciprocal, such a process improves students‟ work (Gere, 1987).
The findings of the research on interaction and second language acquisition provide clear evidence that engaging learners in group activities that require students to negotiate meaning, such as peer response activities, enables learners to gain additional practice in the target language.
Regarding the above-mentioned points, the focus of the present study was to provide an opportunity for EFL students to learn through a process of discussion and negotiation and to determine whether or not teacher/peer response activities had any impact on Iranian EFL learners‟ writing quality.
The three groups participating in this study were respectively as follows: Group One : Teacher‟s and Peers‟ Written Comments (TPW) Group Two : Teacher‟s and Peers‟ Oral Comments (TPO) Group Three : Control Group (CG) Instrumentation The instruments employed in this study were the standard proficiency test OPT (version 1985) , a sample paragraph on the given topic, a writing handout composed of seven units covering the topics pertinent to the advanced writing course collected by the researcher from different writing books, a peer response sheet for a one-paragraph composition leading the students‟ feedback on each other‟s drafts by providing them with a list of characteristics that were important to their success on the paragraph writing assignment, an audio-taped feedback suggestion list developed by Boswood and Dwyer (1996), and both teacher and student guidelines for preparing EFL students for peer response suggested by Berg (1999) .