Improving Chinese composition writing through peer editing: an exploratory study on using Google Docs Online publication date: Fri, 28-Feb-2014
by Shu Jiang; Qiyun Wang
International Journal of Social Media and Interactive Learning Environments (IJSMILE), Vol. 1, No. 3, 2013
Abstract: There has been little research on using technology to support peer editing in primary schools, especially for Chinese composition writing. This study explores the use of Google Docs to support students peer editing when they were writing Chinese compositions in a primary school in Singapore. A class of 36 primary five pupils participated in this study. They wrote two compositions by following the peer editing approach without and with the tool of Google Docs respectively. Data were collected from pupils' compositions together with teachers' observation and informal interview with pupils. The result showed that pupils made significant improvement from the first drafts to the revised drafts in two compositions. The improvement was observed on four aspects: spelling, punctuation, grammar, and the use of good words and phrases. In addition, pupils were more engaged in the peer editing process and having greater improvement when they were using Google Docs to do peer editing.
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