A Comparative Investigation of Peer Revision versus Teacher Revision on the Production and Comprehension of Relative Clauses in Iranian EFL Students’ Writing Performance

Document Type: Research Paper


1 Assistant Professor, Buein Zahra Technical University

2 استادیار زبان انگلیسی دانشگاه فنی و مهندسی بوئین زهرا


This study compared teacher revision with peer revision on comprehension and production of relative clauses (RCs) in Iranian EFL students’ writing performance. Data were collected from 109 Iranian intermediate language learners studying at Imam Khomeini International University and Kharazmi University. After being homogenized by taking Michigan Test of English Language Proficiency (MTELP), they were divided into three groups (teacher revision, peer revision, and control). They all sat for the pretest. Then, the students in teacher revision and peer revision groups underwent eight treatment sessions, practicing teacher revision and peer revision respectively. The control group, however, did not receive any treatment. Then, the posttest was administered to all the groups. ANCOVA was employed to compare the performances of the groups. The results indicated that both teacher and peer revision were beneficial to students. However, peer revision led to better comprehension and production of RCs. The findings may carry implications for language educators, language learners, and language teachers.


Article Title [Persian]

بررسی مقایسه ای بازخورد همتا و بازخورد معلم در مورد ساخت و درک جمله واره ربطی در عملکرد نگارشی دانشجویان ایرانی فراگیرنده زبان انگلیسی

Authors [Persian]

  • پویان طاهری 1
  • محمد عبدالهی 2
1 استادیار، دانشگاه فنی و مهندسی بوئین زهرا
Abstract [Persian]

این پژوهش به مقایسه بازخورد همتا در برابر بازخورد معلم در مورد ساخت و درک جمله واره ربطی در در عملکرد نگارشی دانشجویان ایرانی فراگیرنده زبان انگلیسی به عنوان زبان خارجی پرداخته است. داده های این تحقیق از 109 زبان آموز سطح متوسط شاغل به تحصیل در دانشگاه بین المللی امام خمینی و دانشگاه خوارزمی جمع آوری شده است. این دانشجویان پس از یکسان سازی علمی از طریق شرکت در آزمون مهارت زبان انگلیسی میشیگان، به سه گروه بازخورد معلم، بازخورد همتا و گروه گواه تقسیم شدند. همه دانشجویان در یک پیش آزمون شرکت کردند. سپس هشت جلسه آموزشی برای دو گروه بازخورد معلم و بازخورد همتا برگزار شد. در این دوره آموزشی، هر گروه شیوه کار مختص به خود را تمرین کردند اما گروه گواه هیچ گونه آموزشی دریافت نکرد. سپس برای همه گروه ها یک پس آزمون برگزار شد. برای مقایسه عملکرد گروهها از تحلیل کوواریانس استفاده شد. نتایج نشان داد که هم گروه بازخورد معلم و هم گروه بازخورد همتا نقش موثری در عملکرد نگارشی زبان آموزان داشته است اما گروه بازخورد همتا در درک و ساخت بهتر جمله واره ربطی نقش کاراتر و موثرتری داشته است. یافته های این پژوهش می تواند برای مدرسان، معلمان وهمه فراگیران زبان سودمند باشد.

Keywords [Persian]

  • ارزیابی معلم
  • ارزیابی همتا
  • جمله واره ربطی
  • عملکرد نگارشی
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