|Published online: July 30, 2015||$US5.00|
The following study aimed to examine which teaching strategies best help improve students’ peer-editing skills and to find out students’ opinions on peer editing. The lesson plans were designed by incorporating peer-editing skills into general lessons. The data was collected using a questionnaire, the teacher’s observation notes, and students’ written assignments. The results indicated that students’ editing skills can be improved by implementing cooperative and collaborative activities through group work or pair work to get students to engage and interact in peer editing; incorporating peer editing into lessons as a regular activity; providing students with scaffolding tools such as training, mini-lessons, and a checklist; using varied and relevant content to stimulate students’ interest; and using different review cycles with a specific focus on editing. In relation to students’ opinions on peer-editing skills, the questionnaire revealed that students were able to perceive the benefits of the skills they had gained in the course. Recommendations on how to improve teaching strategies were also provided.
|Keywords:||Teaching Strategies, Peer Editing, Writing|
The International Journal of Interdisciplinary Educational Studies, Volume 10, Issue 4, pp.27-44. Article: Print (Spiral Bound). Published online: July 30, 2015 (Article: Electronic (PDF File; 525.518KB)).
Instructor, Language Institute, Thammasat University, Bangkok, Thailand