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This study investigates learners’ participation in self and peer review in the context of a foreign language classroom to determine which feedback type contributes to greater gains in writing development and which aspects are targeted by peer and self reviewers. Three intact intermediate-level French classes (N=44) were assigned to one of three conditions: peer review, self review and a no review comparison group. Results indicate that none of the groups improved their score significantly than another over time. Analysis of the drafts and final texts revealed that the peer review group began to improve their texts sooner than the self review group. Both groups provided feedback resulting in substantial revisions that had a positive effect; the peer group, however, gave more feedback that was ignored or not useful, while self reviewers gave more comments that resulted in positive changes. Both groups primarily targeted content and development in their feedback. The peer group provided more organization-focused comments and compliments, while the self group focused more on structure and cohesion.
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