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Peer Review Use in the EFL Writing Classroom release_iudr4dulineyhjoruwujyfn7bq

by (:Unkn) Unknown, University, My, David J. Beglar

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abstracts[] {'sha1': '22e558dbb9bcec851ae30b293c4d99200d9fba84', 'content': "This study was an examination of peer review use in English composition courses at a Japanese university. Approximately 100 students in four writing classes engaged in four modes of peer review modes: face-to-face, handwritten (both on-draft and using an evaluation sheet), and computer-assisted. The learners in the study represented a range of proficiencies, from lower-intermediate to advanced, so the assigned writing passages were limited to single paragraphs rather than full-length essays, which has typically been the case in prior research in this area. Each peer review session was preceded by training in peer review, including modeling and whole-class editing, as well as suggestions for each particular mode the learners participated in. After each session, students completed questionnaires in order to assess their evaluations of the activities, both as reviewers and comment receivers. The questionnaire data were then analyzed using a variety of statistical methods--including Rasch analysis descriptive statistics, and parametric and non-parametric measures--first to validate the questionnaire instrument, and second to ascertain the degree to which each peer review modes was viewed favorably or unfavorably received by the participants. Additionally, the participants' written drafts and peer comments were quantitatively and qualitatively analyzed in order to answer several research questions that focused on: the number and type of peer suggestions the learners made in each mode, the number and type of suggestions that were incorporated into later drafts by the authors, the degree to which suggestions and revisions were affected by learner proficiency, and the accuracy of the peer suggestions. For the research questions concerned with learner evaluations of the peer review modes, findings were mixed. The participants responded favorably to reading others' drafts and receiving comments, but they were less comfortable reviewing and making suggestions for their peers. Computer-assisted peer review was the most posit [...]", 'mimetype': 'text/plain', 'lang': 'en'}
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{'index': None, 'creator_id': None, 'creator': None, 'raw_name': 'David J. Beglar', 'given_name': 'David J.', 'surname': 'Beglar', 'role': 'author', 'raw_affiliation': None, 'extra': {'type': 'Supervisor'}}
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publisher Temple University. Libraries
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release_date 2020-11-04
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release_type article
release_year 2020
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title Peer Review Use in the EFL Writing Classroom
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datacite.resourceType Text
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datacite.subjects [{'subject': 'English as A Second Language'}, {'subject': 'English as A Foreign Language'}, {'subject': 'Peer Review'}, {'subject': 'Second Language Writing'}, {'subject': 'Tesol'}]
release_month 11