Title
The effect of instruction type and dyadic or individual emulation on the quality of higher-order peer feedback in EFL
Author
Faculty/Department
Faculty of Applied Economics
Publication type
article
Publication
Oxford ,
Subject
Educational sciences
Source (journal)
Learning and instruction / EARLI. - Oxford, 1991, currens
Volume/pages
20(2010) :4 , p. 316-327
ISSN
0959-4752
1873-3263
ISI
000277231100006
Carrier
E
Target language
English (eng)
Full text (Publishers DOI)
Affiliation
University of Antwerp
Abstract
Studies in peer feedback on written texts show that instruction in revision is necessary for the effectiveness of global feedback. Participants in the study were 247 university freshmen, native speakers of Dutch, who took the same Business English course, and were instructed a revision strategy following Schunk and Zimmerman's social cognitive model. Participants were first instructed through observation or practising, followed by dyadic or individual emulation, with the aim to determine the most effective combination of instruction and emulation for revision. Results showed a significant interaction of the above two factors. If emulation happens individually, then observation and practice are equally effective in terms of strategy acquisition. For dyadic emulation to be productive, it needs to be preceded by observation.
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