http://dx.doi.org/10.1093/elt/cct034">
 

Document Type

Journal Article

Authors

Ricky LamFollow

Department/Unit

Department of Education Studies

Title

The relationship between assessment types and text revision

Language

English

Abstract

While there has been extensive L1 research into the benefits of selfassessment, studies of the relationship between self-, peer, and tutor assessment and text revision in EFL writing portfolio contexts remain scarce. Using interviews, stimulated recall, and the analysis of draft revisions, this study investigates the extent to which self-, peer, and tutor assessment facilitate or inhibit text revision, and examines student perceptions of the relationship between the role of self-assessment and text revision. Findings indicate that self-assessment might not guarantee text revision; however, if focused tutor feedback is used with self-assessment, there is a stronger likelihood of improving final drafts. Pedagogical implications focusing on how to use self-assessment in promoting revision that enhances the quality of the text are discussed. © The Author 2013. Published by Oxford University Press. All rights reserved.

Publication Date

2013

Source Publication Title

ELT Journal

Volume

67

Issue

4

Start Page

446

End Page

458

Publisher

Oxford University Press

ISSN (print)

09510893

ISSN (electronic)

14774526

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