Peer review and training: Pathways to quality and value in second language writing

Sánchez-Naranjo, Jeannette

doi:10.1111/flan.12414

Cited by 21 publications

(13 citation statements)

References 67 publications

(120 reference statements)

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“…In order to solve these problems, some experts have proposed teachers' intervention training during peer feedback sessions. The training can be done prior to the feedback session (Hojeij & Baroudi, 2018;Hyland, 2003;Naranjo, 2019;Rollinson, 2005) and during the peer feedback session (Ferris, 2014;Hyland, 2003;Rollinson, 2005). Research has shown that peer feedback training may help students improve the quantity and consistency of the feedback on their peers' writing (Hojeij & Baraoudi, 2018;Min, 2005) and improve the quality of their drafts (Esmaeeli, Abasi, & Soori, 2014;Min, 2006).…”

Section: Experiencing the Peer Feedback Activities With Teacher's Interventionmentioning

confidence: 99%

“…Since the implementation of peer feedback is not always successful, some researchers have proposed the teacher's intervention, which involves the teacher giving the students training prior to the peer feedback sessions (Naranjo, 2019;Rollinson, 2005). The main goals of pre-training session are first to increase students' recognition on the intention of the peer feedback activities, second to make students ready to convey their thoughts in a group properly and to practice the appropriate language used in feedback sharing sessions, and finally to illustrate the way to give beneficial feedback and the way to manage the feedback when revising.…”

Section: Literature Reviewmentioning

confidence: 99%

“…After the treatments, data in the form of students' revision writing scores was collected in the quantitative process of data collection. The experiment was done in 16 writing class meetings by implementing face-to-face peer feedback with teacher's intervention (Naranjo, 2019;Min, 2006;Yang, Badger & Yu, 2006;Rollinson, 2005) and asynchronous online interactions (Annamalai, 2018). Firstly, the students were taught by implementing face-to-face peer feedback.…”

Section: Data Collectionmentioning

confidence: 99%

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Experiencing the Peer Feedback Activities with Teacher’s Intervention through Face-to-Face and Asynchronous Online Interaction: The Impact on Students’ Writing Development and Perceptions

Astrid

Rukmini

Fitriati

et al. 2021

JLE

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The objectives of this study were to compare the impact of peer feedback implementation with teacher involvement through training in the classroom and asynchronous online communication on the quality of students' writing revisions, as well as to investigate students' perceptions of peer feedback activities. Twenty-five students participated in the experimental study. Eleven students were willingly to be interviewed. Inferential statistical analysis was used to interpret the quantitative data collected from students’ essay writing scores. Meanwhile, the data obtained through observations and interviews was interpreted using qualitative coding analysis. The results of the inferential statistical analysis revealed that peer feedback activities conducted through asynchronous online interactions had more significant effects compared to those conducted face to face on students’ writing revision. Further, after conducting a thematic analysis, six themes emerged: 1) peer feedback activities could increase students’ autonomy in learning, 2) the teacher's involvement in peer feedback activities was beneficial in terms of improving the consistency of feedback and revision, 3) peer feedback through asynchronous online interactions gave extra time to produce more beneficial comments, 4) peer feedback activities through asynchronous online interactions gave more chances to become a writing audience, 5) communicating via Facebook made the students feel awkward, and 6) recorded feedback via Facebook comments was more beneficial for students’ revision. The implication of the research is that teachers of English needs to consider asynchronous online interactions for students’ writing revision when teaching writing.

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Section: Experiencing the Peer Feedback Activities With Teacher's Interventionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Data Collectionmentioning

confidence: 99%

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Experiencing the Peer Feedback Activities with Teacher’s Intervention through Face-to-Face and Asynchronous Online Interaction: The Impact on Students’ Writing Development and Perceptions

Astrid

Rukmini

Fitriati

et al. 2021

JLE

View full text Add to dashboard Cite

show abstract

“…Although the positive effects of implementing peer feedback sessions in the classroom have long been accepted, researchers emphasize the need for training students, and they argue that peer feedback is beneficial only when students receive guidance on how to provide feedback to each other (Berg 1999b;Levi Altstaedter 2016;Min 2006;Sánchez-Naranjo 2019;Zhu 1995). Students who receive training give richer and more varied feedback than their counterparts who have not, and their overall comments (global and form-focused) are more likely to be viewed as helpful by their peers who make more and better revisions in response to peer feedback.…”

Section: Needs and Challenges Of Peer Review Trainingmentioning

confidence: 99%

Re-Thinking Peer Reviewing in the Virtual Context: The Roles of Giving and Receiving Online Feedback in L2 Spanish Classrooms

Illana-Mahiques

2021

Languages

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This study explores learners’ online peer review practices during a four-week second language writing project. The project was developed in a multi-section Spanish writing course at the college level. The study investigates how college Spanish learners give online feedback to their peers, whether there is any relationship between the feedback roles they assume and their final performance, and the additional factors that may influence online peer reviewing practices. A total of 76 students participated in the study, all of whom received training prior to writing three drafts and giving and receiving feedback comments during two online peer review sessions. Descriptive statistical measures were used to analyze the types of online feedback students used most frequently. The comparative effects of giving comments were analyzed along with those of receiving comments by means of multiple regression analyses, in order to examine the relationship of these elements to final project performance as writers. Results support the learning-by-reviewing hypothesis, which argues that giving feedback to peers helps feedback-givers write better essays themselves. A follow-up analysis also shows that learning by reviewing online is most evident when giving specific types of online feedback, which students of all proficiency levels can learn how to do.

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“…praise), and is less valued in comparison to teacher feedback (Carson & Nelson, 1996;Ferris, 1997;Zhang, 1995). More recently, however, findings of multiple studies have established that, with proper training, peer feedback benefits student writing in a number of ways, some of which include raising writers' audience awareness, enhancing the quality of students' interaction, and facilitating revision, as well as improving writing quality (Berg, 1999;Dizon, 2016;Min, 2005Min, , 2006S anchez-Naranjo, 2019;Tsui & Ng, 2000).…”

Section: Introductionmentioning

confidence: 99%

Computer-mediated and face-to-face peer feedback: student feedback and revision in EFL writing

Pham

2021

Computer Assisted Language Learning

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This study investigates how two feedback forms and sequences influence peer feedback and revision. The two feedback forms included: written asynchronous computermediated communication (hereafter WACMC) in Google Docs and traditional oral face-to-face interaction (hereafter OF2F). These two forms were used in two sequences: WACMC followed by OF2F (WACMC-OF2F) and OF2F followed by WACMC (OF2F-WACMC). Participants were twenty-six Vietnamese EFL students. After feedback training, students completed four writing tasks, provided feedback in pairs, and finally revised their work. This study employed a mixed-method approach. Written and oral feedback, student revision, as well as student interviews were collected, transcribed, coded, and analysed. Pairedsamples t-tests and ANOVA tests were employed to compare student feedback and revision in the two forms and sequences. The findings showed that: (1) more revision-oriented comments were associated with the WACMC form and with the WACMC-OF2F sequence; (2) written comments had a higher uptake rate in both sequences; (3) global revisions were more often found in the WACMC-OF2F sequence; (4) while students perceived WACMC feedback in Google Docs as more helpful than OF2F feedback, most suggested using both feedback forms. Pedagogical implications for the L2 writing class will also be included.

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Peer review and training: Pathways to quality and value in second language writing

Abstract: The Challenge Successfully engaging second language (L2) learners in peer revision activities has been challenging. Can L2 learners be taught to provide effective peer feedback? Do learners accept and incorporate that feedback into text revisions?

Cited by 21 publications

References 67 publications

Experiencing the Peer Feedback Activities with Teacher’s Intervention through Face-to-Face and Asynchronous Online Interaction: The Impact on Students’ Writing Development and Perceptions

Experiencing the Peer Feedback Activities with Teacher’s Intervention through Face-to-Face and Asynchronous Online Interaction: The Impact on Students’ Writing Development and Perceptions

Re-Thinking Peer Reviewing in the Virtual Context: The Roles of Giving and Receiving Online Feedback in L2 Spanish Classrooms

Computer-mediated and face-to-face peer feedback: student feedback and revision in EFL writing

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