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After 12 weeks of instruction, teacher-reviewer conferences were held with 20 male and female students, and their first drafts, revisions, and reviewers’ comments were collected and compared. Results show students incorporated significantly more peer comments into later revisions after the training, indicating a positive effect.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/is-peer-review-training-effective-in-iranian-efl-students-revision/589634/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/is-peer-review-training-effective-in-iranian-efl-students-revision/589634.png","ImageObject",300,407,{"name":92,"@type":93},"Cipher","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the study on peer review training?","Question",{"text":112,"@type":113},"The study aims to examine the effect of peer review training on Iranian EFL students’ subsequent revision in an advanced writing class.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the peer review training study conducted?",{"text":117,"@type":113},"After 12 weeks of classroom demonstration, teacher-reviewer conferences were held with 20 male and female students, and their drafts, revisions, and reviewers’ comments were collected and compared.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the study’s main findings?",{"text":121,"@type":113},"Students incorporated significantly more comments into subsequent revisions after peer review training, showing a positive effect on their later revisions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589634,1792911465,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":52,"preview_page_count":4},687208528416,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Advances in Language and Literary Studies  \nISSN: 2203-4714  \nVol. 5 No. 4; August 2014  \nCopyright © Australian International Academic Centre, Australia  \nIs Peer Review Training Effective in Iranian EFL  \nStudents’Revision?  \nHadiseh Esmaeeli  \nDepartment of Language and Literature, Larestan Branch  \nIslamic Azad University, Larestan, Iran  \n[E-mail: yas.yas2100@gmail.com](E-mail: yas.yas2100@gmail.com)  \nMaasumeh Abasi  \nDepartment of Language and Literature, Larestan Branch  \nIslamic Azad University, Larestan, Iran  \n[E-mail: maasumehabasi@yahoo.com](E-mail: maasumehabasi@yahoo.com)  \nAfshin Soori  \nDepartment of Language and Literature, Larestan Branch  \nIslamic Azad University, Larestan, Iran  \nE-mail: [afshin_soori@yahoo.com](afshin_soori@yahoo.com)  \nDoi:10.7575/aiac.alls.v.5n.4p. 151  \nURL: [http://dx.doi.org/10.7575/aiac.alls.v.5n.4p.151](http://dx.doi.org/10.7575/aiac.alls.v.5n.4p.151)  \nReceived: 15/06/2014  \nAccepted: 21/07/2014  \nAbstract  \nThis study aims to investigate the effect of peer review training on the Iranian EFL students ’ subsequent revision in an advanced writing class in Larestan Islamic Azad University. After 12 weeks class demonstration, teacher-reviewer conferences with 20 male and female students, the students ’ first drafts, revisions, and reviewers ’ comments were collected and compared the comments before and after peer review training. The findings revealed that the students incorporated significantly more comments into subsequent revisions after peer review training. Therefore, peer review training had a positive effect on the students ’ subsequent revisions.  \nKeywords: Peer review, peer response, peer review training, revision, EFL students  \n1. Introduction  \nPeer review in second language writing classrooms has received its support from different theories like social learning (Vygotsky, 1978) and rhetorical theories (Bruffee, 1993; Harris, 1990). According to many researchers ([e.g. de](e.g. de)[ ](e.g. de)[Guerrero & Villamil](Guerrero & Villamil), 1994; Mendonca & Johnson, 1994; Villamil & de Guerrero, 1996 de Guerrero & Villamil, 1994; Mendonca & Johnson, 1994; Villamil & de Guerrero, 1996) both university and high school students can take advantage of peer response or peer review for their writing and revision process (Min, 2006) . Peer review generates positive attitudes toward writing (Min,2005) and finally can facilitate the acquisition of second language (Lockhart&Ng, 1995) .  \nAlthough there are large number of studies on many different benefits of peer review or peer response like affective, social, and linguistic benefits, few studies (e.g. Nelson & Murphy, 1993; Lockhart & Ng, 1993; Tsui & Ng, 2000) have been conducted on the role of incorporation of peer review into students ’ subsequent revisions. The findings of these studies show a less benefit of peer review. The benefits range from 5%(Connor & Asenavage, 1994) to 22%(Chou, 1999), and less than 50%(Paulus, 1999; Tsui & Ng, 2000) . In this case, one concern about the peer review is the lack of utilizing of the peer comments by the students in subsequent revisions. Maybe the students are unable to give useful feedback on their classmates’ errors (Mendonca & Johnson, 1994; Lockhart & Ng, 1993; Tsui & Ng, 2000 as cited in Min, 2006), or they don’t have adequate knowledge for giving feedback. Thus, the teacher makes an intervention (George, 1984; Wiener, 1986), and this intervention has some positive effects (Min, 2005; 2006) .  \n2. Literature review  \nIn a study, Stanley (1992) trained the students to provide peer response on their classmates’ composition. The findings of Stanley’s study showed that the coached groups provided better and more useful responses than the uncoached groups. To train L1 peer responders in composition classes, Zhu (1995) used group conference approach for freshmen. In order to be familiar with main concepts of peer reviews, all experimental and control groups received a video demonstration. The s","cbCaifM9zPeQXAjI","https://ap.wps.com/l/cbCaifM9zPeQXAjI","pdf",132879,"English","# Abstract\n# 1. Introduction\n# 2. Literature review","[{\"question\":\"What is the purpose of the study on peer review training?\",\"answer\":\"The study aims to examine the effect of peer review training on Iranian EFL students’ subsequent revision in an advanced writing class.\"},{\"question\":\"How was the peer review training study conducted?\",\"answer\":\"After 12 weeks of classroom demonstration, teacher-reviewer conferences were held with 20 male and female students, and their drafts, revisions, and reviewers’ comments were collected and compared.\"},{\"question\":\"What were the study’s main findings?\",\"answer\":\"Students incorporated significantly more comments into subsequent revisions after peer review training, showing a positive effect on their later revisions.\"}]","Is Peer Review Training Effective in Iranian EFL Students’Revision? | PDF",1792067808]