چکیده:
This study was conducted to examine the effect of three types of comments, i.e. imperatives, questions, and statements, with different communicative purposes, i.e. giving information and making a request, given by an ELT teacher and peers on students’ revision of their writings. Sixty-four female students, between 16 and 26 years old studying at high-intermediate level of English language proficiency in Iran Language Institute (ILI) participated in this quasi-experimental study. They constituted four intact classes, two of which received feedback on their writing from their teacher, and the other two received peer feedback. One hundred and twenty eight pairs of students’ drafts including 672 instances of revisions of their writings based on teacher or peer comments were collected and analyzed based on the rubric designed by Ferris (1997). It was found that questions and statements provided by the teacher with the purpose of making a request, and statements given by the peers with either one of communicative functions all bring about the best results in students’ writings. On the other hand, the analysis of the revisions made by the students showed that statements provided by the teacher for the purpose of giving information has the least positive effect on the students’ modifications. Surprisingly, questions provided by the teacher and peers with the purpose of giving information were found to have negative effects on the students’ writing.
خلاصه ماشینی:
One of the significant types of feedback providers is peer feedback; as a learning tool, it can lead to considerable improvement and revisions of texts (Black, Harrison, Lee, Marshall, & William, 2003; Paulus, 1999).
e. statements, questions and imperatives, given by both teacher and peers with the communicative purposes of giving information and making a request on students’ revision of their writing.
Review of Literature As one of the sources of providing feedback, peer feedback has been considered as a key component of writing classrooms, bringing about many advantages (Azarnoosh, 2013; Doman, 2014; Kroll, 2001; Zarei & Sayar Mahdavi, 2014; Zhao, 2014).
e. statement, question and imperative, provided by both teacher and peers on the type of revisions students made in their writing will be presented and in the next section the effect of the communicative purposes of each comment type as intended by the feedback provider on the various types of revisions made by the students will be summarized.
What was found to be strongly different was the number of no changes when pupils were given varied commenting types with different purposes; though they seemed not to respond to one fifth of the cases when the feedback where in imperative format, they refused to revise their writing when provided with statements and questions which made a request in 2.
Here, considering the positive, negative and no changes that each type of comment with a particular purpose had, the researchers found that questions and statements provided by the teacher with the purpose of making a request, and statements given by the peers with either one of communicative functions all bring about the best results in students’ writings.