Publication
Title
The effect of instruction type and dyadic or individual emulation on the quality of higher-order peer feedback in EFL
Author
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.
Language
English
Source (journal)
Learning and instruction / EARLI. - Oxford, 1991, currens
Publication
Oxford : 2010
ISSN
0959-4752 [print]
1873-3263 [online]
Volume/pages
20:4(2010), p. 316-327
ISI
000277231100006
Full text (Publisher's DOI)
UAntwerpen
Faculty/Department
Research group
Publication type
Subject
Affiliation
Publications with a UAntwerp address
External links
Web of Science
Record
Identification
Creation 25.06.2010
Last edited 03.11.2017
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