The influence of review strategies on students’ English-language writing performance in a first-year university undergraduate Thai EFL writing context

Puengpipattrakul, Walaipun (2019). The influence of review strategies on students’ English-language writing performance in a first-year university undergraduate Thai EFL writing context. University of Birmingham. Ph.D.

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Abstract

The purposes of this mixed-method study are to (i) investigate whether and to what extent review strategies influence the writing performance of first-year Thai undergraduates; (ii) examine the influence of self- and peer-review strategies based on students’ overall English-language proficiency and their varying proficiency groups; and (iii) explore students’ perceptions when applying both strategies in relation to writing development. The main findings are: The statistically significant effect of the review strategies were on the students’ writing performance; t(45) = 17.06; p = .000 at the .05 level. The analyses of the students’ writing-task score development from 184 self-revised and peer-revised draft scripts showed that they effectively responded to the self-review strategy better than they did to the peer-review strategy; t(45) = 3.08; p = .004 at the .05 level. In the multi-dimensional comparisons of writing-score development, both self-review and peer-review strategies can be applied to all three proficiency groups of the Science and Education students. From the scripts of the students’ responses to three series of questionnaires and a semi-structured interview, the findings revealed some insights into aspects of students’ affective ̶ cognitive ̶ social ̶ contextual factors. Implications and recommendation for future studies are also considered.

Type of Work:

Thesis (Doctorates > Ph.D.)

Award Type:

Doctorates > Ph.D.

Supervisor(s):