Technology-supported peer feedback in ESL/EFL writing classes: a research synthesis

Chen, Tsuiping

doi:10.1080/09588221.2014.960942

Cited by 145 publications

(124 citation statements)

References 49 publications

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“…Peer feedback is also known as peer review, peer editing, peer assessment or peer responses. Peer feedback activities refer to those in which learners work in pairs or small groups to provide comments on one another's writing work, textually and/or orally (Chen, 2016;Yu & Lee, 2016). The main benefits of peer feedback are its potential in encouraging collaborative learning, contributing to learning autonomy, developing a sense of audience awareness, fostering the ownership of texts, enhancing students writing attitude and improving the quality of students' interactions (Chen, 2016).…”

Section: Design Process Understand and Observe: The Call For Peer Feementioning

confidence: 99%

“…When talking about peer feedback, researchers talk about computer-mediated peer feedback which includes two modes: synchronous or asynchronous (Chen, 2016). Usually, the selection of synchronous or asynchronous peer feedback is an issue.…”

Section: Design Process Understand and Observe: The Call For Peer Feementioning

confidence: 99%

“…When peer review is mediated with computers, the selection of synchronous or asynchronous peer feedback is normally an issue (Chen, 2016). Though we involve computers in the peer feedback process, we do not dig deep into the synchronous/ asynchronous differences as we focus more on the face-to-face peer feedback process rather than the media technology.…”

Section: Design Process Understand and Observe: The Call For Peer Feementioning

confidence: 99%

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Flipped learning wheel (FLW): a framework and process design for flipped L2 writing classes

Luo

O’Steen

Brown

2020

Smart Learn. Environ.

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It is widely recognized that feedback is important for the improvement of second language (L2) writing skills; however, teachers are facing challenges in providing sufficient and quick feedback on students' written works. This study proposes to employ the flipped classroom approach and peer feedback in L2 writing classes. Though previous studies provided sufficient theoretical frameworks and design guidelines in both fields, there is still a lack of actionable process designs specifically for L2 writing that combine flipped learning and peer feedback. To address the aforementioned gaps, this article uses a 'design thinking' approach to establish a framework named the Flipped Learning Wheel (FLW), which contains the components and principles of a typical flipped learning class. To achieve collaborative and reflective learning, which have been rarely specified in previous flipped learning research, this study involves the jigsaw technique and process writing approach in the design. The paper presents a detailed explanation of the FLW implementation process in L2 writing classes that contains 18 steps. We also interviewed eight L2 writing teachers about their perceptions on the FLW framework's feasibility in practice. Respondents report that the teaching process is specific, actionable and feasible for real-life teaching, which also leaves sufficient freedom for teachers to make adjustments. However, more attention should be paid to classroom management, class size and teacher competence. The FLW framework and implementation process presented in this article can be directly used, adapted or reshaped by L2 writing teachers for students with middle and upper language ability. Future studies can also implement this process design in practice and test its impact on writing ability and engagement.

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Section: Design Process Understand and Observe: The Call For Peer Feementioning

confidence: 99%

Section: Design Process Understand and Observe: The Call For Peer Feementioning

confidence: 99%

Section: Design Process Understand and Observe: The Call For Peer Feementioning

confidence: 99%

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Flipped learning wheel (FLW): a framework and process design for flipped L2 writing classes

Luo

O’Steen

Brown

2020

Smart Learn. Environ.

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“…Despite its reputation as an extremely essential skill, writing fails to hold a worthy rank in language programs as reported by several research studies (See, for instance, White, 1991;Badger, 2000;Dempsey et al, 2009;Arju, 2019). Correspondingly, it is extensively recognized that writing efficiency hinges on both the writing atmosphere and learner individualities (Lin, 2014;Chen, 2016;Chun et al, 2016). Those individualities incorporate learning objectives, standards, attitudes, and learning records (Strobl, 2017).…”

Section: Research Backgroundmentioning

confidence: 99%

Merging the E-journaling and the Workshop Methods to Reduce Prep-Year Students’ Writing Apprehension: An Experimental Study

Mohammed¹,

Othman²,

Kayode³

2020

IJELE

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Preparatory (prep) year students presently encounter a significant disparity between prior to college English writing and the much superior level of competence needed for potential academic programs in Saudi Arabia. Study has verified the operational efficacy of the methods of e-journaling and writing workshop on alleviating writing apprehension but on a separate basis. This study represents an original contribution to knowledge through exploring the effects of merging these two outstanding methods. Accordingly, the degree to which this new method reduced Saudi prep-year students' writing apprehension was statistically examined. Tools 48 included an instructional program and a writing apprehension test. The researcher applied the randomized control-group posttest-only design in the experiment. Students were randomly assigned to an experimental group, that studied the new program and a control group, that did not experience such treatment. At the end of the experiment, the two groups were post-tested using the writing apprehension test. Statistical treatment of the results was carried out, and the findings revealed that there is a statistically substantial difference between mean scores in favor of the experimental group students. This indicates that the integration of the e-journaling and the writing workshop methods has substantial effects on minimizing students' writing apprehension as compared to the control group students. Further research is needed to develop new consistent methods of teaching writing that cope with and benefit from the current digital outbreak, especially in the Saudi, Arab and EFL foundation/prep-year contexts.

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“…When peer reviewing, students are assumed to apply newly-acquired disciplinary knowledge and linguistic repertoires and registers, to develop these through the practice of using them on new models, and to learn to apply these skills in other social settings. In his research synthesis on peer review in English as a Second Language (ESL) writing classes, Chen (2016) points out that peer review, among other things, promotes collaborative learning and learner autonomy.…”

Section: Introductionmentioning

confidence: 99%

Affective Language in Student Peer Reviews: Exploring Data from Three Institutional Contexts

Wärnsby

Kauppinen

Aull

et al. 2018

JoAW

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Although peer review is a common practice in writing classrooms, there are still few studies that analyze written patterns in students' peer reviews across multiple institutional contexts. Based on a sample of approximately 50,000 peer reviews written by students at the University of South Florida (USF), Malmö University (MAU), and the University of Tartu (UT), this study examines how students formulate criticism and praise, negotiate power relations, and express authority and expertise in reviewing their peers' writing. The study specifically focuses on features of affective language, including adjectives, expressions of suggestion, boosters and hedges, cognitive verbs, personal pronouns, and adversative transitions. The results show that across all three contexts, the peer reviews contain a blend of foci, including descriptions and evaluations of peer texts, directives or suggestions for revisions, responses to the writer or the text, and indications of reader interpretations. Across all three contexts, peer reviews also contain more positively glossed responses than negatively glossed responses. By contrast, certain features of affective language pattern idiosyncratically in different contexts; these distinctions can be explained variously according to writer experience, nativeness, and institutional context. The findings carry implications for continued research and for instructional guidance for student peer review.

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Technology-supported peer feedback in ESL/EFL writing classes: a research synthesis

Cited by 145 publications

References 49 publications

Flipped learning wheel (FLW): a framework and process design for flipped L2 writing classes

Flipped learning wheel (FLW): a framework and process design for flipped L2 writing classes

Merging the E-journaling and the Workshop Methods to Reduce Prep-Year Students’ Writing Apprehension: An Experimental Study

Affective Language in Student Peer Reviews: Exploring Data from Three Institutional Contexts

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