Blog-Based Peer Reviewing in EFL Writing Classrooms for Chinese Speakers

Chen, Kate Tzu-Ching

doi:10.1016/j.compcom.2012.09.004

Cited by 29 publications

(12 citation statements)

References 23 publications

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“…Writing can be defined as an activity to express feelings, thoughts, and ideas through written symbols. Writing skills play an essential role in education for academic goals and communicative purposes in many countries, such as Malaysia (Ambrose & Palpanathan, 2018;Li & Razali, 2019), Mainland China (Xiao & Chen, 2018), Taiwan (Chen, 2012), andIndonesia (Ilyasa, 2013). In Indonesia, it has been years that English writing courses at the university level mostly address to enable the learners in composing various types of paragraphs and essays (Setyowati et al, 2019).…”

Section: Teaching Writing Skills For Efl Undergraduate Studentsmentioning

confidence: 99%

Learning from home environment: Academic writing course for EFL undergraduates through Google Classroom application

Rosyada

Sundari

2021

SiELE

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Learning academic writing seems to be a great challenge for most English as a Foreign Language (EFL) students in non-native English-speaking countries, including in Indonesia. During the COVID-19 pandemic, the issue appears to be more challenging where teachers are persuaded to learn from their home environment (LHE). Several online applications are freely available, and one of the most common applications is Google Classroom. However, the use of such application towards the students’ performance and perception remains understudied. This research aimed at exploring the practices of Google Classroom in facilitating the Academic Writing course of EFL undergraduates. Engaged by 96 participants of third-year students in the English Education Program, the research conducted an explanatory sequential research design by correlating the results data on writing assignments and a set of questionnaires. The findings indicated a significant correlation between using Google Classroom and the students’ writing performance. Moreover, most students expressed their satisfaction with Google Classroom’s practical features to get involved in the academic writing course. The students were satisfied with Google Classroom’s features that were easy to be recognized and easy to be operated. The Google Classroom features also provide clear instructions, practical directions, and the most valuable feature, that is assignment reminders for the students. It can be said that using Google Classroom in the EFL academic writing course at higher education is a great experience and brings great advantages to students’ outcomes.

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Section: Teaching Writing Skills For Efl Undergraduate Studentsmentioning

confidence: 99%

Learning from home environment: Academic writing course for EFL undergraduates through Google Classroom application

Rosyada

Sundari

2021

SiELE

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“…With the rapid advance of educational technologies and the widespread application of CMC (computer-mediated communication) in language education, peer feedback via CMC modes has become an alternative to face-to-face peer feedback (Hyland & Hyland 2006; Guardado & Shi 2007; Ho & Savignon 2007; Ware & O'Dowd 2008; Ma 2010, 2012; Chen 2012; Goldin, Ashley & Schunn 2012; Chan 2013; Yeh, Lo & Chu 2014). CMC tools like word processors, chat rooms, wikis, blogs, emails, WebCT, Moodle, and Blackboard are widely used in the teaching and learning of L2 writing, allowing students to reflect on and give each other feedback outside the classroom (AbuSeileek 2006; Ciftci & Kocoglu 2012; Wu et al 2015).…”

Section: Critical Interpretation Of Existing Peer Feedback Researchmentioning

confidence: 99%

Peer feedback in second language writing (2005–2014)

Lee

2016

Lang. Teach.

170

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This article reviews research on peer feedback in second language (L2) writing published in the last decade (i.e. 2005–2014). We analyse first the theoretical underpinnings that have informed both peer feedback research and the pedagogical use of peer feedback in L2 writing instruction. We also provide a critical interpretation of existing peer feedback research and discuss seven important themes emerging from the literature, that is, (1) effectiveness of peer feedback compared with teacher and self-feedback; (2) benefits of peer feedback for feedback-givers; (3) computer-mediated peer feedback; (4) peer feedback training; (5) student stances and motives; (6) peer interaction and group dynamics; and (7) cultural issues in peer feedback. Next, we examine the contextual and methodological issues in peer feedback research and then conclude the article with implications for future research.

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“…This collaboration manifests itself in academic writing as it affords students chances to read others' writing, give or receive feedback on their writing (Hoomanfard & Rahimi, 2018;López-Pellisa et al, 2020). Arguably, such interaction among peers during the process of PR bolsters students' confidence and willingness to revise others' work and discuss problematic issues (Chen, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

Online and face-to-face peer review in academic writing: Frequency and preferences

Ahmed¹,

Al-Kadi²

2021

Eurasian Journal of Applied Linguistics

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With the current advancement of technology and its potential for better teaching and learning outcomes, this paper compares the use of peer review in face-to-face settings and online platforms. The study recruited 142 students and 20 instructors from an American public mid-southern university. Data were collected over two academic semesters and included three instruments: questionnaires, observations, and interviews. Findings indicated that the participants generally hold a positive stance towards peer evaluation. They found face-to-face peer assessment during writing class time to be the most common and effective mode for they preferred immediate feedback in person. Contrary to laudable prior research findings, the majority of participants considered online review ineffective. They found various forms of technology quite distracting. Analyzing the extent to which native English speakers, non-native speakers, and instructors find virtual and face-to-face types of review worthwhile makes the study a valuable factor for instructors who wish to incorporate peer editing into their teaching.

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Blog-Based Peer Reviewing in EFL Writing Classrooms for Chinese Speakers

Cited by 29 publications

References 23 publications

Learning from home environment: Academic writing course for EFL undergraduates through Google Classroom application

Learning from home environment: Academic writing course for EFL undergraduates through Google Classroom application

Peer feedback in second language writing (2005–2014)

Online and face-to-face peer review in academic writing: Frequency and preferences

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