The effect of critical reading and peer-feedback on students' writing

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Other Title
  • クリティカルリーディングとピアフィードバックが及ぼすライティングへの影響
  • クリティカル　リーディング　ト　ピア　フィードバック　ガ　オヨボス　ライティング　ヘ　ノ　エイキョウ
  • クリティカルリーディング ト ピアフィードバック ガ オヨボス ライティング エ ノ エイキョウ

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Abstract

The present study investigated the effects of the critical reading instruction and peer-feedback on the writing. The writing samples of first year university students in Japan on two different writing tasks were analyzed for the use of metadiscourse markers. Frequencies of metadiscoursemakers were compared among two different task types and three samplings of one of the tasks. In addition, the use of the metadiscourse marker on those writing samples along with various spoken/writing corpora including learner essay corpora were analized using corresponding analysis to examine the relative standings of writing samples. The results showed that students’ writing improved on certain features, suggeting that critical reading instruction and peer-feedback are effective for the development of wrting skills to a certain extent.

Journal

  • 言語文化研究

    言語文化研究 41 7-26, 2015-03-31

    Graduate School of Language and Culture, Osaka University

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