An Analysis of peer review of writing in a Bilkent University freshman English course
Bilkent Üniversitesi birinci sınıflar için İngilizce dersinde yer alan akran dönütü oturumlarının analizi
- Tez No: 89711
- Danışmanlar: DR. WİLLİAM E. SNYDER
- Tez Türü: Yüksek Lisans
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 1999
- Dil: İngilizce
- Üniversite: İhsan Doğramacı Bilkent Üniversitesi
- Enstitü: Sosyal Bilimler Enstitüsü
- Ana Bilim Dalı: Yabancı Dil Olarak İngilizce Öğretimi Ana Bilim Dalı
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 194
Özet
Özet yok.
Özet (Çeviri)
ABSTRACT Title : An Analysis of Peer Review of Writing in a Bilkent University Freshman English Course Author : Özlem Ayar Advisor : Dr. William E. Snyder Bilkent University, MA TEFL Program Thesis Chairperson : Dr. Patricia N. Sullivan Bilkent University, MA TEFL Program Committee Members : Mr. David Palfreyman Ms. Michele Rajotte Bilkent University, MA TEFL Program This research study had two main goals. The first one was to find out how Bilkent University Freshman English students participated in peer review sessions. The second one was to find out the perceptions of Bilkent University Freshman English students of the effectiveness of the peer review sessions. The subjects of the study were three Bilkent University Freshman English students from the Economics Department. It was a case study, where, firstly, the researcher videotaped four peer review sessions of one peer review group. Next, the researcher conducted a group interview with the students in the peer review group. The interview had two parts. In the first part, the researcher asked the students ten questions that were determined according to the data obtained from the video recordings of the peer review sessions. In the second part of the interview the researcher asked the subjects' comments about some scenes in the second and the third peer review sessions. The interview was audiotaped and later both the videotapes and the audiotapes were transcribed for discourse analysis by the researcher. In this case study, the researcher analyzed the transcriptions of the peer review sessions in terms of Issues of Control, The Language That the Students Used,The Peer Review Sheets, and Revising After Peer Review Sessions. The researcher analyzed the transcriptions of the group interview under the following headings: Peer Review: Beneficial or Not, Incorporation of Peer Feedback, How to Make Peer Review More Effective, Training Before Peer Review Sessions, Peer Review Group Members, Using Native Language in Peer Review Sessions. According to the results, two of the three students were more expressive and they controlled the peer review sessions. Also, the student who was most expressive almost always went to his peers' papers for specific examples while the most quiet one generally used vague language and did not support his feedback with specific examples. The other student sometimes used vague language and sometimes supported his feedback with specific examples from his peers' papers. In this study, the researcher argues that the questions on the peer review sheets have an impact on students' language and suggests that the peer review sheets should have questions that promote discussion and urge the students to go to their peers' papers for specific examples to support their feedback. Moreover, all three students said that they benefited from the peer review sessions. However, two of the students never revised their writings after peer feedback while one revised only one. The students said that they did not revise because the mistakes that their peers pointed out were not important ones and they wanted to change their writings after they received feedback from their instructor. Finally, the limitations and pedagogical implications of the study are provided.
Benzer Tezler
- The significance and the contribution of 6+1 traits of writing to the success of the students in writing courses in English language teaching
Yazmanın 6+1 özelliğinin İngilizce öğretiminde yazılı anlatım derslerindeki öğrenci başarısına katkısı ve önemi
ÖZLEM YAZAR
Yüksek Lisans
İngilizce
2004
Eğitim ve ÖğretimGazi Üniversitesiİngiliz Dili Eğitimi Ana Bilim Dalı
YRD. DOÇ. DR. PAŞA TEVFİK CEPHE
- Effects of peer-review, teacher-review and guided writing on young Iranian EFL learners' grammar and their attitudes towards each approach
Akran değerlendirmesinin, öğretmen değerlendirmesinin ve kontrollü yazmanın İngilizceyi yabancı dil olarak öğrenen öğrencilerin gramerindeki ve bu yaklaşımların öğrencilerin tutumlarındaki etkileri
PARISA ZIARI
- EFL students' online peer feedback stances and preferences for revision
Yabancı dil olarak İngilizce öğrenen öğrencilerin bilgisayar ortamlı akran geri bildirimdeki tutumları ve düzeltme yazılarındaki öncelikleri
ARZU BÜTÜNER ALBAYRAK
Yüksek Lisans
İngilizce
2016
Eğitim ve ÖğretimBahçeşehir Üniversitesiİngiliz Dili Eğitimi Ana Bilim Dalı
YRD. DOÇ. AYLİN TEKİNER TOLU
- Okul öncesi öğretmen adaylarının yansıtıcı düşünme becerilerinin belirlenmesi ve geliştirilmesine yönelik bir eylem araştırması
An action research on determining and developing reflective thinking skills of pre-school teacher candidates
ZEHRA SAADET FIRAT
Doktora
Türkçe
2022
Eğitim ve ÖğretimAnkara ÜniversitesiTemel Eğitim Ana Bilim Dalı
PROF. DR. F. ÇAĞLAYAN DİNÇER
- A move analysis of transparent peer reviews as an academic genre: Exploring reviewers' comments
Akademik bir tür olarak şeffaf akran değerlendirme raporlarının retorik eylem analizi: Hakem yorumlarını keşfetmek
MEHASİN TEKİN
Yüksek Lisans
İngilizce
2021
DilbilimErciyes Üniversitesiİngiliz Dili ve Edebiyatı Ana Bilim Dalı
DR. ÖĞR. ÜYESİ ERDEM AKBAŞ