Effective activities and guidance are crucial for students in the process of learning English writing. Other than traditional teacher-centered instruction in an English writing class, Ferris (2003) stated that peer editing was one of the helpful activities to free students from the role of being evaluated only and to enable them to have more control of their own learning process. Moreover, peer editing approach was widely used in EFL classes and may develop a better sense of audience and increase the level of self confidence for the EFL writers (Diaz, 1986; Susser, 1994).
In order to explore the effects of peer editing activity in college EFL writing classes, a 16-week peer editing project was implemented in four Freshmen English Writing classes at a private University in Taiwan. The students’ English proficiency was ranged from low intermediate to high intermediate levels.
This study aims to examine the outcomes and practices of the meaning making process through the peer editing activity. First, the students’ meaning making outcomes will be quantitatively analyzed in the four different aspects: the cooperative learning, the self-awareness of the writing process, the sense of the writing structure, and the language usage. Secondly, the qualitative data will be collected from students’ peer editing forms, revisions of their writings, interviews and class discussions. The practices and the process of meaning making itself will also be analyzed and discussed in this presentation.
17th European Conference on Reading, Mons, Belgium