Chapter 6. The Effects of Collaborative Passage Development Activities on Commenting and Writing Revision Skills
Naoya Shibata
Abstract
This chapter explores how collaborative passage development (CPD) activities affect students’ commenting skills. Fifty-five Japanese English-as-a-foreign-language university students were divided into a CPD group and a Non-CPD group. Although both groups wrote essay drafts regarding the assigned theme and brought them to the classroom to receive and provide feedback from/for their classmates, only the CPD group developed assigned reading passages with their classmates to practise commenting and revisions collaboratively as part of the integration of theme-based instruction and process-oriented writing approach. Findings illustrated that the CPD group had more confidence in their commenting skills than the Non-CPD group because they believed they gained sufficient language and content knowledge. The CPD group engaged in pair commenting activities more actively and offered more in-depth comments on their classmates’ drafts. Accordingly, CPD tasks can be useful for scaffolding pair commenting and revision activities.
About the Contributor
Naoya Shibata is a specially-appointed associate professor at Osaka Kyoiku University in Japan. He completed his Ed.D in Teaching English to Speakers of Other Languages at the Graduate School of Education, Anaheim University. His research interests include second language writing and CLIL.
Citation
Shibata, N. (2026). The effects of collaborative passage development activities on commenting and writing revision skills. In A. E. Dawes & K. Jurns (Eds.), Cultivating confidence in L2 writing: Communicative and peer review practices (pp. 105-123). Candlin & Mynard. https://doi.org/10.47908/44/6
This chapter explores how collaborative passage development (CPD) activities affect students’ commenting skills. Fifty-five Japanese English-as-a-foreign-language university students were divided into a CPD group and a Non-CPD group. Although both groups wrote essay drafts regarding the assigned theme and brought them to the classroom to receive and provide feedback from/for their classmates, only the CPD group developed assigned reading passages with their classmates to practise commenting and revisions collaboratively as part of the integration of theme-based instruction and process-oriented writing approach. Findings illustrated that the CPD group had more confidence in their commenting skills than the Non-CPD group because they believed they gained sufficient language and content knowledge. The CPD group engaged in pair commenting activities more actively and offered more in-depth comments on their classmates’ drafts. Accordingly, CPD tasks can be useful for scaffolding pair commenting and revision activities.
About the Contributor
Naoya Shibata is a specially-appointed associate professor at Osaka Kyoiku University in Japan. He completed his Ed.D in Teaching English to Speakers of Other Languages at the Graduate School of Education, Anaheim University. His research interests include second language writing and CLIL.
Citation
Shibata, N. (2026). The effects of collaborative passage development activities on commenting and writing revision skills. In A. E. Dawes & K. Jurns (Eds.), Cultivating confidence in L2 writing: Communicative and peer review practices (pp. 105-123). Candlin & Mynard. https://doi.org/10.47908/44/6
Information About the Book
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Title: Cultivating Confidence in L2 Writing: Communicative and Peer Review Practices
Editors: Edited by Ashton E. Dawes and Kathryn Jurns Publication date: June 2026 Read more... |