Öğrencilerin birbirlerinin kompozisyonlarını gözden geçirmesinin (peer revision) yabancı dilde yazmaya etkisi

This study investigates the characteristics and effectiveness of peer revision onsecond language writing as an aid to teacher feedback. It compares peer revision with theindividual revision, helping analyze the former in a more controlled way in terms of itsgeneral usefulness. The study was conducted at Middle East Technical University.The data was collected through peer revision processes, in which peers reviewedeach other?s writing, and through think-aloud protocols, which involve studentsreviewing their own writing. The participants were 10 advanced level students enrolled ina composition class. Qualitative and quantitative data analysis techniques were employedin the analysis and the type of interaction among the peers was identified. First andsecond drafts written before and after the peer revision and before and after the individualrevision were compared. The processes of peer and individual revision were alsocompared. Additionally, the researcher proposed changes in essays and compared themwith peer-proposed changes and individual changes. The texts were compared withrespect to nine categories: vocabulary, grammar, spelling, punctuation, morphology,syntax, preposition, correlation of ideas, and organization.The results indicate that peer revision is a worthwhile activity regardless ofwhether it leads to highly successful revisions. Texts showed notable differences in eightcategories. When students were included in peer revision, they made more changes thanthey did in individual revisions. The data showed that peers do have the competence toprovide useful comments on each other?s writing, and that peer revision can lead tolanguage learning.Keywords: Peer revision, Individual revision.