Interactional dynamics in on-line and face-to-face peer-tutoring sessions for second language writers

Jones, Rodney H.; Garralda, Angel; Li, David C. S.; Lock, Graham

doi:10.1016/j.jslw.2005.12.001

Cited by 103 publications

(102 citation statements)

References 25 publications

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“…On the other hand, an equal number of studies (N = 15) concentrated on CAPR only (Tuzi, 2004;Hewett, 2006;Guardado & Shi, 2007;Liang, 2008Liang, , 2010Liou & Peng, 2009;Ho & Usaha, 2009;Anderson, Bergman, Bradley, Gustafsson, & Matzke, 2010;Cha & Park, 2010;Ho, 2010;Ho & Usaha, 2013;Bradley, 2014;Razak & Saeed, 2014;Pham & Usaha, 2015;Saeed & Ghazali, 2016). Other remaining studies (N = 7) combined both FFPR and CAPR (Sullivan & Pratt, 1996;Di Giovanni & Nagaswami, 2001;Liu & Sadler, 2003;Jones et al, 2006;Song & Usaha, 2009;Chang, 2012;Ho, 2015).…”

Section: Data Collectionmentioning

confidence: 99%

“…Recently, studies into the applications of asynchronous and synchronous technologies to ESL/EFL group writing in general and peer review in particular (Darhower, 2002;Jones, Garralda, Li, & Lock, 2006;Liang, 2010;Razak & Saeed, 2014) have focused on learners' interactional/feedback exchanges based on the belief that understanding learners' interaction is a way to understand their cognitive engagement processes such as thinking.…”

Section: Introductionmentioning

confidence: 99%

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A review of previous studies on ESL/EFL learners’ interactional feedback exchanges in face-to-face and computer-assisted peer review of writing

Saeed

Ghazali

Aljaberi

2018

Int J Educ Technol High Educ

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This paper is a review of previous studies on learners' interactional feedback exchanges in face-to-face peer review (FFPR) and computer-assisted peer review (CAPR) of English as Second/Foreign Language (ESL/EFL) writing. The review attempted to (1) identify the patterns of interactional feedback, (2) search an empirical evidence of learners' incorporation of peer interactional feedback in their text revisions and (3) identify the factors affecting learners' interactional feedback as reported in these previous studies. To achieve this, a search of previous studies on peer review in writing from 1990 to 2016 was conducted. However, only 37 out of 58 peer reviewed studies were extensively reviewed and systematically analyzed by two independent coders. The findings showed that in terms of the language functions, learners' interactional feedback exchanges are categorized as (1) exploratory (showing learners' reflection and interpretation of the task), (2) procedural (showing how learners handle the task of revising their texts) and (3) social (showing how learners maintain good relationships). In relation to the nature and focus areas, learners' interactional feedback exchanges are revision-oriented (targeting problems or errors in written texts) and non-revision-oriented (do not target any problems). Results of some previous reviewed studies also provided evidence of learners' integration of peer feedback into their text revisions. However, peer interactional feedback is affected by several factors: training learners on feedback, mode of peer review, type of written tasks, learners' roles in peer review activties, learners' proficiency in English and other factors, including learners' gender differences and configuration of peer review dyads as well as context of peer review. Synthesizing the findings of the reviewed studies, we proposed a dual space-interactional feedback model that comprises the learning space and the social space of interactional feedback in peer review. Several pedagogical, research and technological implications were also drawn from the major findings. Future researchers should pay attention to both spaces of interactional feedback and identify further factors affecting interactional feedback in peer review.

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Section: Data Collectionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A review of previous studies on ESL/EFL learners’ interactional feedback exchanges in face-to-face and computer-assisted peer review of writing

Saeed

Ghazali

Aljaberi

2018

Int J Educ Technol High Educ

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“…However, research into online peer tutoring remains scarce and limited to higher education only (de Vries, Kester, Sloep, van Rosmalen, Pannekeet, & Koper, 2005;Jones, Garralda, Li, & Lock, 2006;McLuckie & Topping, 2004). By online tutoring, we mean that most participants are geographically isolated, but have full access to all necessary resources via their Internet connection.…”

Section: Reasonsmentioning

confidence: 99%

“…Research into online peer tutoring remains scarce and is particularly limited to higher education (de Vries et al, 2005;Jones et al, 2006). It is expected that in the near future, the current technological and societal changes that require more distance learning and continuous learning will increase the chance that educators-at any level of education-will integrate online peer tutoring into their curricula.…”

Section: Studiesmentioning

confidence: 99%

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The Attitudes and Opinions of Tutees and Tutors Towards Using Cross-Age Online Tutoring

Almassaad¹,

Alotaibi²

2012

JPR

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The research aims to identify the attitudes and opinions of tutees and tutors at King Saud University towards using cross-age online tutoring. An electronic survey and interviews were used to collect the data required for this study.A descriptive analysis was used as a research methodology. Thirty participants in this research were asked to complete a five-point Likert scale survey, which consists of 28 items, classified in three main categories; and two items as probe statements. Also, 17 participants in this research were asked to answer the interview open-ended questions. The validity and reliability of the survey were ensured. Statistical treatments, such as percentages, means, frequencies and analysis of the ANOVA (analysis of variance) variance were also included. The results reflected the positive attitudes of the tutees and tutors towards using cross-age online tutoring. Moreover, results showed no difference in their attitudes towards using the system among the tutees in terms of academic levels or specializations.

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Introduction

Hew¹,

Cheung²

2012

Student Participation in Online Discussions

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Interactional dynamics in on-line and face-to-face peer-tutoring sessions for second language writers

Cited by 103 publications

References 25 publications

A review of previous studies on ESL/EFL learners’ interactional feedback exchanges in face-to-face and computer-assisted peer review of writing

A review of previous studies on ESL/EFL learners’ interactional feedback exchanges in face-to-face and computer-assisted peer review of writing

The Attitudes and Opinions of Tutees and Tutors Towards Using Cross-Age Online Tutoring

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