چکیده (انگلیسی):

In an attempt to explore effective instruction in the English as a Foreign Language (EFL) setting,
this study investigated language errors identified by students and teachers in three different
revision stages: self-revision, peer revision, and teacher revision. It gave the focus to the effects of
the three different methods on learners’ writing quality, revision behavior, and perception of
revisions. The subjects were 10 students in Bangkok University who shared the similar English
learning experiences. The data were collected from a writing task, a peer response sheet, and a
semi-structured interview. Error numbers and error types identified in the revision stages were
compared to show the differences among the three methods. This study was an attempt to analyze
learners’ revision behavior, and the results showed that they focused more on surface errors
instead of semantic or textual ones. The study also showed that teacher revision was indispensable
in learners’ language output modification. It did a great help to the learners’ acquisition of
linguistic forms which were hard-recognized errors by themselves. Also, teacher comments were
perceived as significantly more effective than peer comments. However, the students showed that
peer revision had roles to play that couldn’t be filled by teacher revision. The post-task interview
results revealed learners’ positive perceptions toward peer revision, indicating its usefulness in
the EFL context.