Online and face-to-face peer review in academic writing: Frequency and preferences conditions of the Creative Commons Attribution license (CC BY-NC-ND (original) (raw)
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Online and face-to-face peer review in academic writing: Frequency and preferences
Eurasian Journal of Applied Linguistics, 2021
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.
Computer-mediated Peer Feedback in Academic Writing Classes
This study investigated student attitudes towards peer feedback and teacher screencast feedback and analyzed the focus of peer review comments and their impact on student revisions on an asynchronous, e-learning platform at a technical university in Italy. The participants in the study were PhD students from a variety of engineering disciplines with a B2 to C1 level of English. All participants were enrolled on a 5-week course which aimed to develop writing skills for the production of academic research articles. Quantitative and qualitative data were gathered over a 4-week period of the course. The data was analyzed to discover the focus and use of peer feedback comments as well as student opinions of the peer feedback process, in order to assess the suitability of this pedagogic tool for the teaching context. The results showed that overall, students shifted from non-revision oriented comments to revision oriented comments, that they increased the number of global comments over the period and that there was a significant increase in the validity of the comments. The incorporation of valid and invalid comments rose, indicating that students had difficulties distinguishing between valid and invalid comments. Despite the encouraging overall findings, individual peer feedback groups had very varied weekly behaviours. Although outside the scope of this research, the motivation for varying group behaviour deserves further consideration.
Comparison of Online and Face-to-Face Peer Review of Writing
Computers and Composition
Peer response has been shown to be an effective strategy for improving writing. The social nature of collaboration as peers give and receive feedback can broaden perspectives about audience and what good writing is and also help motivate writers to revise their work. This study is not designed to show impact of peer review on writing products, as this has been well documented in the research literature. Rather, it is a qualitative study comparing the processes of face-to-face (f2f) and online peer response in terms of strengths, limitations, similarities and differences. Traditionally, writing groups conduct peer response in a f2f, synchronous environment, but questions about the feasibility of using an online environment as another space where peer response and review could take place are central to this research study and acted as both catalyst and structure for the inquiry. We examined the attitudes and experiences of adult students, who are K-12 teachers across disciplines, using both a f2f environment and an online environment, as well as their experiences in being peer reviewers of the writing of others in these two contexts. This study suggests that literacy instructors who have been reluctant to teach online may find an entrée into online teaching by starting with peer response groups, as this study indicates that most rules and processes are parallel for online and f2f groups. In both environments, teaching writers the rules for response and training them seem necessary. Those instructors who embrace a process approach, where f2f groups are a vital component, may find some advantages to having some response conducted online. Overall, the results of this study show that the power of using different environments for peer review exists not in duplicating and imitating traditional methods, but in recognizing and understanding that f2f and online environments function in different ways to support peer review of writing.
Journal of Interactive Online Learning, 2007
Peer review has become commonplace in composition courses and is increasingly employed in the context of telecommunication technology. The purpose of this experiment was to compare the effects of anonymous and identifiable electronic peer (e-peer) review on college student writing performance and the extent of critical peer feedback. Participants were 92 undergraduate freshmen in four English composition classes enrolled in the fall semesters of 2003 and 2004. The same instructor taught all four classes, and in each semester, one class was assigned to the anonymous e-peer review group and the other to the identifiable e-peer review group. All other elements—course content, assignments, demands, and classroom instruction— were held constant. The results from both semesters showed that students participating in anonymous e-peer review performed better on the writing performance task and provided more critical feedback to their peers than did students participating in the identifiable ...
Re-examining the effects and affects of electronic peer reviews in a first-year composition class
While many researchers have studied the application of computer-mediated communication (CMC) in peer review activities in L2 composition classes, few have directly compared the effect of asynchronous CMC (ACMC) versus written comments. This paper describes a small-scale project carried out in an ESL composition class to reexamine the effects and affects of asynchronous CMC in L2 students’ peer review processes. Nine students’ responses on four drafts were analyzed. Two drafts were peer-reviewed using Microsoft Word while two others were edited with paper and pen. The in-text comments in both modes resembled each other in number, in area, and in the nature of distribution. Students’ end comments also maintained similar sentence structures, rhetorical styles, and organizational strategies. At the same time, the survey results revealed that students had no overt preference between the modes. The project found that the students gave more peer comments when ACMC was first introduced in the class, but this effect faded quickly. It is therefore suggested that the students’ curiosity regarding this “new experience,” rather than the mode difference, would stimulate higher motivation and greater participation in peer editing situations.
Using Online Peer Review as a Strategy to Improve Writing Skills
IJIET (International Journal of Indonesian Education and Teaching)
This qualitative research was conducted to investigate the use of online peer review as a strategy to improve writing skills in the revision process. Two English students of a private university in Malang were recruited based on two criteria: 1) they have passed an academic writing course with an excellent score, and 2) they use online media to conduct peer reviews. Using a semi-structured interview, the students were asked what types of online resources they use to perform online peer review, and how they do peer review online. The interview data were analyzed using content analysis. To triangulate the data, investigator triangulation was performed by involving two data analysts. The results of the study were that students mostly used WhatsApp and Zoom media to conduct online peer reviews. In addition, they used several platforms such as grammar checkers, online dictionaries to assist the revision process. The students shared their writing product in the form of a file to their pe...
Social Sciences, 2016
Peer-review workshops are commonly used in writing courses as a way for students to give their peers feedback as well as help their own writing. Most of the research on peer-review workshops focuses on workshops held in traditional in-person courses, with less research on peer-review workshops held online. Students in a freshman writing course experienced both a classroom based writing workshop and an online workshop and then took a survey about their experiences. The majority of the students preferred the online writing workshop because of the convenience of the workshop and being able to post anonymous reviews. Students whom preferred the traditional in-person writing workshop liked being able to talk with their peers about their papers. This research article focuses on the students' responses and experiences with traditional and online peer-reviews.
2020
The socioeconomics of the working-class area where our openadmission regional campus is situated have resulted in a struggle to prepare and retain our underprepared students. The campus tutoring center is central to our retention efforts; to address the needs of our population, we offer both face-to-face and online tutoring. The article reports the findings of an empirical study that looks at writing instructors' perception of these tutoring services, with emphasis on the online component. The study reveals the participants' preference for online versus face-to-face tutoring, which has been driven by their students' socioeconomic characteristics. It also shows a clear preference for the campus online tutoring service that is favored by our instructors over eTutoring, a tutoring service serving students from many Ohio universities. Despite their support for the campusbased online tutoring, our participants pointed out several areas of improvement, such as the need to focus more on higher-order concerns and to address the delays in tutor response. The research emphasizes the need for more tutor training and, more importantly, more resources to be directed toward campus-based online tutoring services.
Peer Assessment for teaching quality of online writing classes in higher education: investigating learning styles’ impact, 2021
Peer Assessment has received the lion's share of attention in recent composition studies. It is a teaching strategy used to raise the bars by exposing compositionists to a new teaching perspective to enhance their classrooms' collaborative writing use. The purpose of this quantitative study is to investigate undergraduate student writers' (assessors/assessees) perceptions regarding the factors (Gender/Used Technology/Technology skills/Peer Assessment Preferences/Age) directing their satisfaction of Peer Assessment's use in terms of their learning styles in Online Composition classes. Survey responses were collected from 149 Composition students in a Public Health College of a private university in New York City. The results indicate a statistically significant strong positive correlation between students' perceptions of Peer Assessment used in English writing classes and their learning styles in the online environment. However, participants' intrapersonal learning styles formulate the highest correlation with their perceptions. There is a statistically significant relationship between students' perceptions of Peer Assessment and their preferences for feedback in the various language areas. An increase in students' perception of receiving peer feedback on the quality of ideas, the flow of ideas, vocabulary, mechanics, and grammar, in that order, strongly led to an increase in their Peer Assessment perception. Students' perceptions of their technology skills statistically significantly predict their perceptions of using Peer Assessment in online writing classes. Nevertheless, the findings revealed no differences based on gender and age. Implications of these relationships are discussed.